Class conditions—period, term, class size and subject—systematically shift grades, largely through attendance¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r3 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Grades are highest in third period and particularly low in first period (0.193 points lower); period effects shrink once attendance is controlled. → Elaine M. Allensworth and Stuart Luppescu 2016 q3 i? Students get lower grades in larger classes relative to classes under 15 students, differences that largely remain after taking attendance into account; spring grades are slightly lower than fall, an effect fully explained by attendance. → Elaine M. Allensworth and Stuart Luppescu 2016 (2) q3 i? Grades are lower in advanced math and science courses even controlling for class achievement level and grade level, and higher in remedial classes and language arts electives. → Elaine M. Allensworth and Stuart Luppescu 2016 (3)

Evidence¶

Elaine M. Allensworth and Stuart Luppescu 2016¶

Elaine M. Allensworth and Stuart Luppescu. (2016). Why do students get good grades, or bad ones? The influence of the teacher, class, school, and student. University of Chicago Consortium on School Research working paper. https://consortium.uchicago.edu

q3 · i? · associational · r3

Table 2b coefficients from Model 5a show systematic period-of-day differences in grades; controlling for attendance (Model 5c) shrinks the effects, indicating much of the period difference operates through attendance.

"Grades are highest during third period; coefficients for all the other periods are negative, with grades being particularly low during first period (0.193 points lower, on average). Once we control for attendance, all of the period effects become much smaller, with several becoming non-significant."

Elaine M. Allensworth and Stuart Luppescu 2016 (2)¶

Elaine M. Allensworth and Stuart Luppescu. (2016). Why do students get good grades, or bad ones? The influence of the teacher, class, school, and student. University of Chicago Consortium on School Research working paper. https://consortium.uchicago.edu

q3 · i? · associational · r3

Table 2b shows class-size effects persist after attendance controls, while the spring-term coefficient flips positive once attendance is controlled; summer classes have higher grades, largely explained by the one-miss limit for summer credit.

"The effect of class size (all relative to the smallest category; fewer than 15 students) shows a fairly consistent pattern wherein students get lower grades in larger classes. These differences largely remain after taking attendance into account. Grades are slightly lower in spring than in fall term, and this is completely explained by attendance"

Elaine M. Allensworth and Stuart Luppescu 2016 (3)¶

Elaine M. Allensworth and Stuart Luppescu. (2016). Why do students get good grades, or bad ones? The influence of the teacher, class, school, and student. University of Chicago Consortium on School Research working paper. https://consortium.uchicago.edu

q3 · i? · associational · r3

Table 2c coefficients (relative to algebra I) show grades particularly low in advanced math and science (pre-calculus, calculus, advanced life science) and higher in remedial classes and language arts electives; for some courses the effects are attenuated by attendance, for others (computer science, drama) enlarged.

"Grades tend to be lower for the more advanced courses, even controlling for the average incoming achievement level of students in the classes, and their grade level."

Discussion¶

Related Claims¶

• Grades are lower in classes with higher-achieving peers, consistent with teachers adjusting expectations rather than grading on a curve — related
• Higher weights on assessments shrank, but did not eliminate, the gender difference in final grades, because young women were more often in classes weighting assessments heavily — related
• Poor attendance occurs throughout the school day and across subjects; first period is most often missed but missing it does not explain overall truancy — related
• Time of day shows no significant effect on students' situation-specific engagement once subject, teacher, and day of week are controlled — related