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Returns to Teaching Repetition: The Effect of Short-term Teaching Experience on Student Outcomes

Author

Listed:
  • Harold E. Cuffe

    (School of Economics and Finance Victoria University of Wellington Wellington 6140, New Zealand)

  • Jan Feld

    (School of Economics and Finance Victoria University of Wellington Wellington 6140, New Zealand)

  • Trevor O'Grady

    (Department of Economics School of Business The College of New Jersey Ewing, NJ 08628)

Abstract

Teachers often deliver the same lesson multiple times in one day. In contrast to year-to-year teaching experience, it is unclear how this teaching repetition affects student outcomes. We examine the effects of teaching repetition in a higher education setting where students are randomly assigned to a university instructor's first, second, third, or fourth lesson on the same day. We find no meaningful effects of repetition on grades, course dropout, or study effort and only suggestive evidence of positive effects on teaching evaluations. These results suggest that teaching repetition is a powerful tool to reduce teachers’ preparation time without negative effects on students.

Suggested Citation

  • Harold E. Cuffe & Jan Feld & Trevor O'Grady, 2021. "Returns to Teaching Repetition: The Effect of Short-term Teaching Experience on Student Outcomes," Education Finance and Policy, MIT Press, vol. 16(3), pages 516-532, Summer.
    • Handle: RePEc:tpr:edfpol:v:16:y:2021:i:3:p:516-532
    DOI: 10.1162/edfp_a_00309
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    References listed on IDEAS

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    1. Jan Feld & Nicolás Salamanca & Ulf Zölitz, 2020. "Are Professors Worth It? The Value-Added and Costs of Tutorial Instructors," Journal of Human Resources, University of Wisconsin Press, vol. 55(3), pages 836-863.
    2. Harris, Douglas N. & Sass, Tim R., 2011. "Teacher training, teacher quality and student achievement," Journal of Public Economics, Elsevier, vol. 95(7-8), pages 798-812, August.
    3. Jan Feld & Ulf Zölitz, 2017. "Understanding Peer Effects: On the Nature, Estimation, and Channels of Peer Effects," Journal of Labor Economics, University of Chicago Press, vol. 35(2), pages 387-428.
    4. Hoxby, Caroline M. & Stange, Kevin (ed.), 2019. "Productivity in Higher Education," National Bureau of Economic Research Books, University of Chicago Press, edition 1, number 9780226574585.
    5. Caroline M. Hoxby & Kevin Stange, 2019. "Productivity in Higher Education," NBER Books, National Bureau of Economic Research, Inc, number hoxb-2.
    6. Williams, Kevin M. & Shapiro, Teny Maghakian, 2018. "Academic achievement across the day: Evidence from randomized class schedules," Economics of Education Review, Elsevier, vol. 67(C), pages 158-170.
    7. Boring, Anne, 2017. "Gender biases in student evaluations of teaching," Journal of Public Economics, Elsevier, vol. 145(C), pages 27-41.
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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