Sleep Deprivation and Introductory Finance Student Performance

We gather and examine proprietary data on student performance in introductory finance classes. Demographic, behavioral and educational dogma are extended as we explain grades at varying class times, as a function of such factors as work schedules and sleep habits. We find that student performance is enhanced with more adequate sleep, for students who work fewer hours outside of class, and who do not work at night; grades are higher for students who are taking more credit hours, a likely proxy for the motivated student. We find female students do better; this is consistent with regular mention in the press of increasing college enrollment and academic success among women. Our findings are important to student, educator, counselor and administrator. Students should only reluctantly agree to nighttime work. Faculty and administrators might query students about their nighttime schedules and discourage inadequate sleep; professors with early morning classes should be aware of the potential impact of the early schedule on academic performance.