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Why Do We Inflate Grades?: The Effect of Adjunct Faculty Employment on Instructor Grading Standards

Author

Listed:
  • Kelly Chen
  • Zeynep Hansen
  • Scott Lowe

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 part-time 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.

Suggested Citation

  • Kelly Chen & Zeynep Hansen & Scott Lowe, 2021. "Why Do We Inflate Grades?: The Effect of Adjunct Faculty Employment on Instructor Grading Standards," Journal of Human Resources, University of Wisconsin Press, vol. 56(3), pages 878-921.
    • Handle: RePEc:uwp:jhriss:v:56:y:2021:i:3:p:878-921
    Note: DOI: 10.3368/jhr.56.3.0518-9493R2
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    File URL: http://jhr.uwpress.org/cgi/reprint/56/3/878
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    Cited by:

    1. Peter Hinrichs, 2022. "State Appropriations and Employment at Higher Education Institutions," Working Papers 22-32, Federal Reserve Bank of Cleveland.

    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
    • J41 - Labor and Demographic Economics - - Particular Labor Markets - - - Labor Contracts
    • J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets

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