For a large majority, the summer GPA was the same or higher than in spring. If grades are an accurate measure of material learned, then students appear to learn more in short sessions. However, there have been no convincing studies about the long-term retention of knowledge for any scheduling pattern. We think not. Probably students in quarter systems try to take 3 or 4 classes as in a full semester, and their study behavior might reflect an expectation that there is more time to complete their work.
Students probably alter their study and learning patterns for a compressed session.
Courses offered on a compressed basis are not a new story for schools and colleges. The reasons cited for offering this pattern have included convenience, better fit with work and life, limited time to reach a goal, limited time for investing in education. But this study suggests that compressed sessions actually help students succeed. We ought to consider carefully whether this result would hold for all types of courses and all types of students. However, the college could increase the number of course offerings in compressed schedules and encourage many types of students to take them with confidence that the students will benefit.