Effects of class size on alternative educational outcomes across disciplines

Dorothy A. Cheng

Economics of Education Review, 2011, vol. 30, issue 5, 980-990

Abstract: This is the first study to use self-reported ratings of student learning, instructor recommendations, and course recommendations as the outcome measure to estimate class size effects, doing so across 24 disciplines. Fixed-effects models controlling for heterogeneous courses and instructors reveal that increasing enrollment has negative and significant effects on student satisfaction in Sociology, Political Science, Computer Science and Engineering, and Mechanical and Aerospace Engineering. Educational outcomes in Linguistics, Psychology, Biological Sciences, Chemistry, Math, Physics, Cognitive Sciences, Visual Arts, History, and Philosophy are unaffected by class size. Other disciplines, including Economics, have inconclusive findings. No discipline benefits from increasing enrollment.

Keywords: Class; size; Student; evaluations; Student; learning; College; quality; Student; satisfaction (search for similar items in EconPapers)
Date: 2011
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (8)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0272775711000641
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:30:y:2011:i:5:p:980-990

Access Statistics for this article

Economics of Education Review is currently edited by E. Cohn

More articles in Economics of Education Review from Elsevier
Bibliographic data for series maintained by Catherine Liu ().