Course scheduling and academic performance

This paper examines the relationship between course scheduling and student achievement, controlling for student and course characteristics. The literature in psychology recognizes that performance varies by time of day and that spacing learning out over time may foster greater long-term memory of items. We use student grades as a measure of performance and find a small, positive time of day effect partly driven by student selection into preferred course times. In addition, we find that students earn higher grades in classes that meet more often.