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Eastern Economic Journal

, Volume 45, Issue 2, pp 301–320 | Cite as

Class Size, Course Spacing, and Academic Outcomes

  • Kevin P. Belanger
  • Angela K. DillsEmail author
  • Rey Hernández-Julián
  • Kurt W. Rotthoff
Original Article
  • 16 Downloads

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 

JEL Classification

I23 I21 

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Copyright information

© EEA 2018

Authors and Affiliations

  • Kevin P. Belanger
    • 1
  • Angela K. Dills
    • 2
    Email author
  • Rey Hernández-Julián
    • 3
  • Kurt W. Rotthoff
    • 1
  1. 1.Seton Hall UniversitySouth OrangeUSA
  2. 2.Western Carolina UniversityCullowheeUSA
  3. 3.Metropolitan State University of DenverDenverUSA

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