When inputs are outputs: The case of graduate student instructors
Eric P. Bettinger, Stanford University and NBER, ; Bridget Terry Long, Harvard Graduate School of Education and NBER, ; Eric S. Taylor, Harvard Graduate School of Education,
Economics of Education Review Volume 52, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd
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.
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.