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Who are better teachers? The effects of tenure-track and part-time faculty on student achievement

Zhilei Tian, Yi Wei and Fang Li

China Economic Review, 2019, vol. 53, issue C, 140-151

Abstract: 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)
Date: 2019
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China Economic Review is currently edited by B.M. Fleisher, K. X. D. Huang, M.E. Lovely, Y. Wen, X. Zhang and X. Zhu

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