Abstract

ABSTRACT:

A burgeoning literature has documented the influence of adjunct instructors on student subsequent interest and success, but very little is known about the underlying mechanisms. This study investigates instructor choice of grading standards as one mediating channel by exploiting a unique university policy that converts full-time permanent lecturers from existing pool of parttime temporary instructors. We find that instructors hired on a temporary, part-time basis assign higher grades than their permanent full-time counterparts, with no discernible differences in student learning outcomes or perceived teaching effectiveness. The differential grading standards, however, appear to have a nonnegligible impact on student enrollment patterns.

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Additional Information

ISSN
1548-8004
Print ISSN
0022-166X
Pages
pp. 878-921
Launched on MUSE
2021-07-17
Open Access
No
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