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Class Size Matters: Heterogeneous Effects of Larger Classes on College Student Learning

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  • Timothy M Diette

    (Department of Economics, Williams School of Commerce, Washington and Lee University, 204 W. Washington St., Lexington, VA 24450, USA)

  • Manu Raghav

    (Department of Economics and Management, DePauw University, 7 E. Larabee St, Greencastle, IN 46135, USA)

Abstract

Colleges want to increase retention and graduation rates, but they are also under pressure to control costs. Increasing class size is a common method to reduce per student costs. This paper examines the relationship between class size and student achievement. Using data from a selective liberal arts college, we show that grades of students decrease as class size increases. Moreover, relatively vulnerable students such as first-years or those with low SAT scores experience on average larger negative effects from increases in class sizes. The findings suggest that attempts to control costs may harm students, particularly those least likely to graduate.

Suggested Citation

  • Timothy M Diette & Manu Raghav, 2015. "Class Size Matters: Heterogeneous Effects of Larger Classes on College Student Learning," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 41(2), pages 273-283, March.
    • Handle: RePEc:pal:easeco:v:41:y:2015:i:2:p:273-283
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    Citations

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    Cited by:

    1. Kara, Elif & Tonin, Mirco & Vlassopoulos, Michael, 2021. "Class size effects in higher education: Differences across STEM and non-STEM fields," Economics of Education Review, Elsevier, vol. 82(C).
    2. Kevin P. Belanger & Angela K. Dills & Rey Hernández-Julián & Kurt W. Rotthoff, 2019. "Class Size, Course Spacing, and Academic Outcomes," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 45(2), pages 301-320, April.
    3. Calimeris, Lauren, 2018. "Effects of flipping the principles of microeconomics class: Does scheduling matter?," International Review of Economics Education, Elsevier, vol. 29(C), pages 29-43.
    4. repec:dew:wpaper:2016-01 is not listed on IDEAS
    5. Timothy M. Diette & Manu Raghav, 2017. "Does early bird catch the worm or a lower GPA? Evidence from a liberal arts college," Applied Economics, Taylor & Francis Journals, vol. 49(33), pages 3341-3350, July.
    6. Timothy M. Diette & Manu Raghav, 2016. "Longer Classes Versus More Frequent Classes: Which Wins? Evidence from a Liberal Arts College," Working Papers 2016-03, DePauw University, School of Business and Leadership and Department of Economics and Management.
    7. Williams, Kevin M. & Shapiro, Teny Maghakian, 2018. "Academic achievement across the day: Evidence from randomized class schedules," Economics of Education Review, Elsevier, vol. 67(C), pages 158-170.
    8. Timothy M. Diette & Manu Raghav, 2018. "Do GPAs Differ Between Longer Classes and More Frequent Classes at Liberal Arts Colleges?," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(4), pages 519-527, June.

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