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Class Size, Course Spacing, and Academic Outcomes

Author

Listed:
  • Kevin P. Belanger

    (Seton Hall University)

  • Angela K. Dills

    (Western Carolina University)

  • Rey Hernández-Julián

    (Metropolitan State University of Denver)

  • Kurt W. Rotthoff

    (Seton Hall University)

Abstract

Using administrative data from a land-grant university, we estimate how class size and waiting longer between courses impact student grades using paired prerequisite and follow-up courses. We find that students in larger prerequisite classes earn lower grades in follow-up courses, although this effect is mitigated as the time between the two courses increases. This finding is consistent with the hypothesis that students learn less in larger class sections, leaving them with less knowledge to decay and that any increase in student maturity may more than make up for the forgotten material.

Suggested Citation

  • 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.
    • Handle: RePEc:pal:easeco:v:45:y:2019:i:2:d:10.1057_s41302-018-0126-5
    DOI: 10.1057/s41302-018-0126-5
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    References listed on IDEAS

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    More about this item

    Keywords

    Knowledge decay; (Summer) Learning Loss; Class size;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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