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Measuring Instructor Effectiveness in Higher Education

Pieter De Vlieger, Brian Jacob, Kevin Stange


This chapter is a preliminary draft unless otherwise noted. It may not have been subjected to the formal review process of the NBER. This page will be updated as the chapter is revised.

Chapter in forthcoming NBER book Productivity in Higher Education, Caroline M. Hoxby and Kevin Stange, editors
Conference held May 31–June 1, 2016
Forthcoming from University of Chicago Press

Instructors are a chief input into the higher education production process, yet we know very little about their role in promoting student success. This is in contrast to elementary and secondary schooling, for which ample evidence suggests teacher quality is an important determinant of student achievement. Whether colleges could improve student and institutional performance by reallocating instructors or altering personnel policies hinges on the role of instructors in student success. In this paper we measure variation in postsecondary instructor effectiveness and estimate its relationship to overall and course-specific teaching experience. We explore this issue in the context of the University of Phoenix, a large for-profit university that offers both online and in-person courses in a wide array of fields and degree programs. We focus on instructors in the college algebra course that is required for all BA degree program students. We find substantial variation in student performance across instructors both in the current class and subsequent classes. Variation is larger for in-person classes, but is still substantial for online courses. Effectiveness grows modestly with course-specific teaching experience, but is unrelated to pay. Our results suggest that personnel policies for recruiting, developing, motivating, and retaining effective postsecondary instructors may be a key, yet underdeveloped, tool for improving institutional productivity.

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This chapter first appeared as NBER working paper w22998, Measuring Instructor Effectiveness in Higher Education, Pieter De Vlieger, Brian Jacob, Kevin Stange
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