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Class meeting frequency, start times, and academic performance

, University of Wisconsin ; , , University of South Carolina, United States

Economics of Education Review Volume 62, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd


This paper examines the relationship between the start time and meeting frequency of college courses and the academic performance of students. Using administrative data from a large public university, we account for both student and instructor fixed effects. Consistent with a large literature, we find a positive time of day effect. That is, students earn higher grades in classes that start later. However, contrary to previous literature, we find students earn higher grades in classes with fewer meeting times when not accounting for instructor fixed effects. This effect is entirely explained by instructor sorting on course schedules. Instructors that assign higher grades, either due to quality of instruction or grade leniency, are more likely to meet twice a week rather than three times a week. Including instructor fixed effects, we find no difference in two-day a week classes and three-day a week classes. However, grades are lower in classes that meet just once a week.


Cotti, C., Gordanier, J. & Ozturk, O. (2018). Class meeting frequency, start times, and academic performance. Economics of Education Review, 62(1), 12-15. Elsevier Ltd. Retrieved January 20, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

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