Are Tenure Track Professors Better Teachers?David N. Figlio, Morton O. Schapiro, Kevin B. Soter
NBER Working Paper No. 19406 This study makes use of detailed student-level data from eight cohorts of first-year students at Northwestern University to investigate the relative effects of tenure track/tenured versus non-tenure line faculty on student learning. We focus on classes taken during a student's first term at Northwestern, and employ a unique identification strategy in which we control for both student-level fixed effects and next-class-taken fixed effects to measure the degree to which non-tenure line faculty contribute more or less to lasting student learning than do other faculty. We find consistent evidence that students learn relatively more from non-tenure line professors in their introductory courses. These differences are present across a wide variety of subject areas, and are particularly pronounced for Northwestern's average students and less-qualified students.
Machine-readable bibliographic record - MARC, RIS, BibTeX Document Object Identifier (DOI): 10.3386/w19406 Published: David N. Figlio & Morton O. Schapiro & Kevin B. Soter, 2015. "Are Tenure Track Professors Better Teachers?," The Review of Economics and Statistics, MIT Press, vol. 97(4), pages 715-724, October. citation courtesy of Users who downloaded this paper also downloaded* these:
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