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Returns to Teaching Repetition: The Effect of Short-term Teaching Experience on Student Outcomes

Author

Listed:
  • Harold E. Cuffe

    (School of Economics and Finance Victoria University of Wellington Wellington 6140, New Zealand)

  • Jan Feld

    (School of Economics and Finance Victoria University of Wellington Wellington 6140, New Zealand)

  • Trevor O'Grady

    (Department of Economics School of Business The College of New Jersey Ewing, NJ 08628)

Abstract

Teachers often deliver the same lesson multiple times in one day. In contrast to year-to-year teaching experience, it is unclear how this teaching repetition affects student outcomes. We examine the effects of teaching repetition in a higher education setting where students are randomly assigned to a university instructor's first, second, third, or fourth lesson on the same day. We find no meaningful effects of repetition on grades, course dropout, or study effort and only suggestive evidence of positive effects on teaching evaluations. These results suggest that teaching repetition is a powerful tool to reduce teachers’ preparation time without negative effects on students.

Suggested Citation

  • Harold E. Cuffe & Jan Feld & Trevor O'Grady, 2021. "Returns to Teaching Repetition: The Effect of Short-term Teaching Experience on Student Outcomes," Education Finance and Policy, MIT Press, vol. 16(3), pages 516-532, Summer.
    • Handle: RePEc:tpr:edfpol:v:16:y:2021:i:3:p:516-532
    DOI: 10.1162/edfp_a_00309
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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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