Class Size, Course Spacing, and Academic Outcomes

Kevin P. Belanger, Angela Dills, Rey Hernández-Julián and Kurt W. Rotthoff
Additional contact information
Kevin P. Belanger: Seton Hall University
Rey Hernández-Julián: Metropolitan State University of Denver
Kurt W. Rotthoff: Seton Hall University

Eastern Economic Journal, 2019, vol. 45, issue 2, No 7, 320 pages

Abstract: 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.

Keywords: Knowledge decay; (Summer) Learning Loss; Class size (search for similar items in EconPapers)
JEL-codes: I21 I23 (search for similar items in EconPapers)
Date: 2019
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DOI: 10.1057/s41302-018-0126-5

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