Who are better teachers? The effects of tenure-track and part-time faculty on student achievement
Yi Wei and
China Economic Review, 2019, vol. 53, issue C, 140-151
Using a random assignment of students to mandatory courses in a Chinese university, we estimated the short- and long-term teacher effects on undergraduate academic performance, with a particular focus on part-time instructors. The findings show that both short- and long-term teacher effects existed. Among four groups of instructors, part-time instructors had the largest positive impact on short- and long-term student academic achievement. In addition, associate professors improved students' achievement the most in the long-term, while graduate student instructors raised student test scores the most in the short-term. Assistant professors were the least effective for both short- and long-term outcomes. This study also compared the value-added results to students' subjective evaluations of teaching quality, and found similar patterns except that students rated associate professors higher than part-time instructors.
Keywords: Higher education; Teacher value-added; Random assignment; Student evaluation of teaching (search for similar items in EconPapers)
References: View references in EconPapers View complete reference list from CitEc
Citations: Track citations by RSS feed
Downloads: (external link)
Full text for ScienceDirect subscribers only
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:eee:chieco:v:53:y:2019:i:c:p:140-151
Access Statistics for this article
China Economic Review is currently edited by B.M. Fleisher, K. X. D. Huang, M.E. Lovely, Y. Wen, X. Zhang and X. Zhu
More articles in China Economic Review from Elsevier
Bibliographic data for series maintained by Dana Niculescu ().