 Who are better teachers? The effects of tenure-track and part-time faculty on student achievementZhilei 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) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:chieco:v:53:y:2019:i:c:p:140-151 DOI: 10.1016/j.chieco.2018.08.014 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 |
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