This review recommends actions aimed at improving both instructional quality and amount. We begin by focusing on instructional time, and subsequently focus on opportunities for improvement in instructional quality that can be achieved through changes to the teaching workforce and use of assessments. Instructional time represents a major part of public spending on school education and it is a key resource that offers opportunity to learn (OECD, 2013b). Research shows that, all else being equal, increasing instructional time leads to better academic performance (Gromada and Shewbridge, 2016).