Foreign-Born Teaching Assistants and Student Achievement: An Ordered Probit Analysis
25 Pages Posted: 22 Apr 2005
Date Written: April 2005
Abstract
This paper deals with a wide spread perception that foreign-born teaching assistants (FBTA) have an adverse effect on American undergraduate students. The maximum likelihood technique is used to arrive at an unbiased and efficient estimate of the grade function. It is demonstrated that while the FBTA appears to have an adverse effect on the academic performance of American students, the effect does not seem to be due to the lack of language proficiency of the FBTA. Furthermore, the adverse effect is not uniform among students with different performance levels in the course and is absent in more rigorous classes.
JEL Classification: A22, J00
Suggested Citation: Suggested Citation
Do you have a job opening that you would like to promote on SSRN?
Recommended Papers
-
Choosing a Proxy for Academic Aptitude
By Wayne A. Grove, Tim Wasserman, ...
-
Incentives and Student Learning: A Natural Experiment with Economics Problem Sets
By Wayne A. Grove and Tim Wasserman
-
Human Subjects Requirements and Economic Education Researchers
By Jane S. Lopus, Paul W. Grimes, ...
-
Does Active Learning Improve Student Performance? Results of a Quantity Theory Game
By Philip Holleran, Barbara Taylor, ...
-
A Framework for Reconsidering the Lake Wobegon Effect
By Marianne Johnson, M. Ryan Haley, ...
-
The Impact of Problem Sets on Student Learning
By Myeong Hwan Kim, Moon-heum Cho, ...