Based on a dataset on two- and four-year college students and instructors from an anonymous state that includes detailed instructor employment information, this CAPSEE working paper classifies faculty into four types—tenured instructors, tenure-track instructors, long-term adjuncts, and short-term adjuncts—to examine whether adjunct faculty have different impacts on student academic outcomes than tenure-track and tenured faculty. The authors use two empirical strategies—a two-way fixed effects model and an instrumental variable approach—to examine how initial exposure to a field of study with different types of instructors influences both contemporaneous and subsequent course performance in both two- and four-year colleges, as well as the extent to which the estimated differences in student outcomes may be explainable by observable academic and employment characteristics of instructors.
The results suggest that adjuncts have positive impacts on introductory course grades but negative impacts on subsequent course enrollment and performance. Such negative impacts are stronger among supplemental adjuncts hired temporarily than among adjuncts with long-term employment contracts with the college. The estimated differences among instructors can be largely explained by key instructor demographic and employment characteristics, including the highest degree they attained, whether they were employed full-time at the college, and whether they had previous work experience in non-teaching positions.
A version of this paper appears in The Journal of Human Resources under the title “Does Contractual Form Matter? The Impact of Different Types of Non-Tenure Track Faculty on College Students’ Academic Outcomes.”
