The Effect of Class Size on Student Performance and Retention at Binghamton University Jack Keil

1. The Effect of Class Size on Student Performance and Retention at Binghamton University Jack Keil Peter J. Partell

2. 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

3. Hypothesis 1: Student Performance • There is an inverse relationship between class size and student performance.

4. 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.

5. Colleges Within the University • Decker School of Nursing • Harpur College of Arts & Sciences • Management • Watson School of Engineering • Education & Human Development (no freshmen)

6. 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

7. Dependent Variable: Grade in Course • End-of-Semester Course Grade • Collapse +’s and -’s •  Convenience •  No difference • Assign Numeric Values (0-4)

8. Distribution of Grades in Sample • A’s = 33% • B’s = 39% • C’s = 20% • D’s = 4% • F’s = 4% (n=9345)

9. Explanatory Variable: Class Size • End-of-Semester Enrollments • Cross-listed Courses • Average = 142 • Linear versus Non-Linear Specification

10. Possible Form of Relationship Between Class Size and Grades + Negative Linear Grade - - + Class Size

11. - + Class Size Possible Form of Relationship Between Class Size and Grades + Negative Log Grade -

12. Characteristics of Negative Log Grade Negative Log 90 80 70 69 10 20 60 70 Class Size

13. Ordered Logit Regression • Categorical Dependent Variable • More than 2 categories • Categories are ordered

15. Effect of Class Size on Freshman Grades

16. Additional Variables of Interest Variable Significant? Direction EOP Students n SAT Verbal y + SAT Math y + High School Rank y + Science and Math y -

17. Additional Variables (cont’d) Variable Significant? Direction Subsection y - Subsection*Class Size y + Subsection (Sci./Math) y + Sub. (Sci./Math)* Class Size y -

18. Hypothesis 2: Student Retention • Students with high average class sizes are less likely to be retained.

19. Data Sample: Retention • Freshmen entering Fall 1996: •  First-time •  Full-time •  Degree-Seeking • Fall 1996 & Spring 1997 Semesters

20. Dependent Variable: Retention • Check Fall 1997 Enrollment • If yes, Retained = 1 • If no, Retained = 0 • Distribution: • Not Retained = 9% • Retained = 91%

21. Explanatory Variable: Average Class Size • Student’s Average Class Size Across Fall 1996 & Spring 1997 Semesters • Average = 99 • Linear versus Non-Linear Specification

23. Effect of Class Size on Freshman Retention

24. 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 +

25. Summary of Findings on Performance • Negative relationship between class size and student performance (grades) • Probability of getting an A decreases at a decreasing rate

26. Summary of Findings on Retention • Negative relationship between average class size and freshman retention • Probability of being retained decreases at an increasing rate

27. 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

28. 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