How Early Morning Classes Change Academic Trajectories: Evidence from a Natural Experiment
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| Title: | How Early Morning Classes Change Academic Trajectories: Evidence from a Natural Experiment |
|---|---|
| Language: | English |
| Authors: | Anthony Yim |
| Source: | Journal of Policy Analysis and Management. 2026 45(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | School Schedules, Grades (Scholastic), STEM Education, Course Selection (Students), Majors (Students), Undergraduate Students |
| DOI: | 10.1002/pam.70088 |
| ISSN: | 0276-8739 1520-6688 |
| Abstract: | Using a natural experiment which randomized class times to students, this study reveals that enrolling in early morning classes lowers students' course grades and the likelihood of future STEM course enrollment. There is a 29% reduction in pursuing the major within the same college and a 21% rise in choosing a low-earning major, predominantly influenced by early morning STEM classes. To understand the mechanism, I conducted a survey of undergraduate students enrolled in an introductory course, some of whom were assigned to a 7:30 a.m. section. I find evidence of a decrease in human capital accumulation and learning quality for early morning sections. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500951 |
| Database: | ERIC |
| Abstract: | Using a natural experiment which randomized class times to students, this study reveals that enrolling in early morning classes lowers students' course grades and the likelihood of future STEM course enrollment. There is a 29% reduction in pursuing the major within the same college and a 21% rise in choosing a low-earning major, predominantly influenced by early morning STEM classes. To understand the mechanism, I conducted a survey of undergraduate students enrolled in an introductory course, some of whom were assigned to a 7:30 a.m. section. I find evidence of a decrease in human capital accumulation and learning quality for early morning sections. |
|---|---|
| ISSN: | 0276-8739 1520-6688 |
| DOI: | 10.1002/pam.70088 |
