Foreign GTAs are Effective Teachers of Economics at LPU (Large Public University) (original) (raw)

2011

Abstract

We assess the impact of graduate teaching associates who are not native-English speakers on undergraduate economics instruction in an environment in which English is the standard language for the majority of undergraduate students. We use a sample of over 3,000 students who initially registered for microeconomics principles in lecture-recitation format courses during the academic year 1995-96, and follow their progress through that course, macroeconomics principles, and intermediate courses to the end of the academic year 1999-2000. Outcome measures include course completion, course grades, and student course evaluations in micro principles. We also examine the relationship between GTA nationality and subsequent course choice and grade outcomes. We find little evidence that GTAs who do not come from Englishspeaking backgrounds adversely affect either course grades in economics principles courses or student choices on whether to enroll in additional economics courses. Strikingly, in ...

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