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The Effect of Class Size on Student Performance and Retention at Binghamton University Jack Keil Peter J. Partell. Motivation for Study. Preliminary Audit by NYS Comptroller’s Office recommended SUNY Campuses increase class sizes (“faculty productivity”)
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The Effect of Class Size on Student Performance and Retention at Binghamton University Jack Keil Peter J. Partell
Motivation for Study • Preliminary Audit by NYS Comptroller’s Office recommended SUNY Campuses increase class sizes (“faculty productivity”) • Majority of research on subject conducted at elementary & secondary levels • Gauge effect of auditor’s recommendation at Binghamton University
Hypothesis 1: Student Performance • There is an inverse relationship between class size and student performance.
Binghamton University - Institutional Setting • 9,300 Undergraduates • 2,700 Graduate Students • Highly Selective • Outstanding retention and graduation rates • Often cited among top universities in the U.S.
Colleges Within the University • Decker School of Nursing • Harpur College of Arts & Sciences • Management • Watson School of Engineering • Education & Human Development (no freshmen)
Data Sample: Performance • Freshmen entering Fall 1996: • First-time • Full-time • Degree-Seeking • Fall 1996 & Spring 1997 Semester Courses • One record per student per course
Dependent Variable: Grade in Course • End-of-Semester Course Grade • Collapse +’s and -’s • Convenience • No difference • Assign Numeric Values (0-4)
Distribution of Grades in Sample • A’s = 33% • B’s = 39% • C’s = 20% • D’s = 4% • F’s = 4% (n=9345)
Explanatory Variable: Class Size • End-of-Semester Enrollments • Cross-listed Courses • Average = 142 • Linear versus Non-Linear Specification
Possible Form of Relationship Between Class Size and Grades + Negative Linear Grade - - + Class Size
- + Class Size Possible Form of Relationship Between Class Size and Grades + Negative Log Grade -
Characteristics of Negative Log Grade Negative Log 90 80 70 69 10 20 60 70 Class Size
Ordered Logit Regression • Categorical Dependent Variable • More than 2 categories • Categories are ordered
Additional Variables of Interest Variable Significant? Direction EOP Students n SAT Verbal y + SAT Math y + High School Rank y + Science and Math y -
Additional Variables (cont’d) Variable Significant? Direction Subsection y - Subsection*Class Size y + Subsection (Sci./Math) y + Sub. (Sci./Math)* Class Size y -
Hypothesis 2: Student Retention • Students with high average class sizes are less likely to be retained.
Data Sample: Retention • Freshmen entering Fall 1996: • First-time • Full-time • Degree-Seeking • Fall 1996 & Spring 1997 Semesters
Dependent Variable: Retention • Check Fall 1997 Enrollment • If yes, Retained = 1 • If no, Retained = 0 • Distribution: • Not Retained = 9% • Retained = 91%
Explanatory Variable: Average Class Size • Student’s Average Class Size Across Fall 1996 & Spring 1997 Semesters • Average = 99 • Linear versus Non-Linear Specification
Additional Variables of Interest Variable Significant? Direction EOP Students n SAT Verbal n SAT Math n High School Rank n % Sci./Math n First-Year GPA y +
Summary of Findings on Performance • Negative relationship between class size and student performance (grades) • Probability of getting an A decreases at a decreasing rate
Summary of Findings on Retention • Negative relationship between average class size and freshman retention • Probability of being retained decreases at an increasing rate
Contributions of Study • Analyzes effects of class size at a post-secondary institution • Tests the effect of class size on variable other than student performance: retention • Large n analysis
Future Research • Add data from multiple institutions • Current results apply to • Binghamton University only • Add faculty variables, e.g., Rank • Test sensitivity of results by using mid-semester enrollments