This article presents new quasi-experimental evidence regarding the effectiveness of teaching-oriented faculty with tenure-track appointment, a model pioneered at the University of California (UC) system. Using data from six cohorts of students at a UC campus, we examine the impact of initial course-taking with three distinct types of instructors—tenure-track research faculty, tenure-track teaching faculty, and contingent lecturers—on students’ current and subsequent academic outcomes. Descriptive analyses indicate that tenure-track teaching faculty assume a substantially larger teaching load than either research faculty or lecturers. Using a three-way fixed effects model, we find limited evidence supporting differences by faculty type on either current or downstream student outcomes.

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教学型教师的终身制任期？教学和研究系对学生成绩的影响

本文提供了有关使用终身制任职的以教学为导向的教师的有效性的新的准实验证据，这是加利福尼亚大学（UC）系统开创的模型。使用来自UC校园的六组学生的数据，我们研究了三种不同类型的讲师（终身制研究教师，终身制教学教师和临时教师）对初始课程的影响对学生当前和以后的影响学业成果。描述性分析表明，终身制教学教师所承担的教学负担比研究教学人员或讲师要大得多。使用三向固定效应模型，我们发现有限的证据支持按教职类型对当前或下游学生成绩的差异。