Consistent with a pattern found, on average, across the OECD, the mathematics and science scores of the highest-performing boys (the top decile) exceed that of girls. Policy makers across OECD member countries have employed a range of instruments to improve student achievement - including smaller class sizes, increased school autonomy, changes to teacher training and recruitment, or stringent accountability requirements for teachers, school leaders, or school founders (Hanushek, Piopiunik and Wiederhold, 2016). Given the current state of primary and lower secondary schooling in Lithuania -marked by small classes, wide school autonomy, and the reluctance on the part of educators and families to introduce assessment-based accountability arrangements - the most promising policy options for improvement in learning appear to be the amount and quality of instruction time.