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When inputs are outputs: The case of graduate student instructors
ARTICLE

, Stanford University and NBER, ; , Harvard Graduate School of Education and NBER, ; , Harvard Graduate School of Education,

Economics of Education Review Volume 52, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

We examine graduate student teaching as an input to two production processes: the education of undergraduates and the development of graduate students themselves. Using fluctuations in full-time faculty availability as an instrument, we find undergraduates are more likely to major in a subject if their first course in the subject was taught by a graduate student, a result opposite of estimates that ignore selection. Additionally, graduate students who teach more frequently graduate earlier and are more likely to subsequently be employed by a college or university.

Citation

Bettinger, E.P., Long, B.T. & Taylor, E.S. (2016). When inputs are outputs: The case of graduate student instructors. Economics of Education Review, 52(1), 63-76. Elsevier Ltd. Retrieved June 6, 2023 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2016.01.005

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References

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