Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors

By S. Carrell, J. E. West. Journal of Political Economy, 2010

516 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/65ea6e9f77de4cc335d091ee667e06bbfb9c853e

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Citations in the corpus

The L2 motivational self system: A meta-analysis (2018, background): “…of the world – including Italy (Braga, Paccagnella, & Pellizzari, 2014), France (Boring, 2015), and the United States (Arbuckle & Williams, 2003; Carrell & West, 2010; MacNell, Driscoll, & Hunt, 2015) – have demonstrated that student satisfaction with the course is biased (based on objective…”
An Evaluation of Course Evaluations (2014, background): “This experiment has been done at the U.S. Air Force Academy [26] and Bocconi University in Milan, Italy [27].”
Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement (2015, background): “For example, Carrell & West (2011) find that in higher education, more experienced professors have less success in promoting student short-term test-score growth than their less experienced colleagues, but they contribute substantially more to their students’ lasting knowledge and academic skills.”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “Student feedback in the form of end-of-course evaluations might be less influential to some instructors because it has been shown to be a poor indicator of instructional quality (Braga et al. 2014; Carrell and West 2010).”
Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness (2016, unknown): “Randomized experiments [2,3] have shown that students”
Gender Peer Effects on Students’ Academic and Noncognitive Outcomes (2019, unknown): “To address this concern, we focus on schools that randomly assign students to classes, in the same spirit as Sacerdote (2001), Zimmerman (2003), Carrell et al. (2009), and Shue (2013).”
Gender biases in student evaluations of teaching (2017, background): “Carrell and West (2010) show that professor quality is not necessarily linked to SET scores, as professors who obtain high SET scores tend to favor contemporaneous student achievement, whereas professors who promote higher follow-on achievement tend to receive lower SET scores.”
Using Goals to Motivate College Students: Theory and Evidence From Field Experiments (2020, unknown): “As a proportion of the relevant standard deviation, the effect on average Carrell and West (2010) find that a 1 SD increase in instructor quality increased GPA by 0.052 of a standard deviation (p 0.05).”
Evaluating Teacher Evaluation (2012, background): “One study even found that teachers who raised end-of-course grades most were, on average, less effective than others at preparing students for next year’s course (Carrell & West, 2010).”
Evaluating Students' Evaluations of Professors (2014, unknown): “Students may simply care about their grades, whereas the university (or parents or society as a whole) cares about their learning and the two (grades and learning) might not be perfectly correlated, especially when the same professor is engaged both in teaching and in grading the exams.”