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

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  • Tian, Zhilei
  • Wei, Yi
  • Li, Fang

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.

Suggested Citation

  • Tian, Zhilei & Wei, Yi & Li, Fang, 2019. "Who are better teachers? The effects of tenure-track and part-time faculty on student achievement," China Economic Review, Elsevier, vol. 53(C), pages 140-151.
    • Handle: RePEc:eee:chieco:v:53:y:2019:i:c:p:140-151
    DOI: 10.1016/j.chieco.2018.08.014
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