This study addresses methodological problems surrounding existing research on exposure to contingent instructors and student
outcomes. By applying non-aggregated and aggregated measures of exposure to contingent instructors to the same data, this
analysis demonstrates that effects of commonly used measures of exposure to contingent instructors have little to do with
actual contingent instructor effects on student outcomes. Two multi-level approaches—cross-classified and multiple membership
models—are applied in the single-institution analysis of faculty status effect on student outcomes—grades and first year retention.
The analysis showed no variability in student retention and a significant variability in grades by faculty characteristics.
Compared to their tenured and tenure-track peers, contingent instructors are more likely to assign higher grades, which may
lead to lowered levels of academic challenge and student motivation to do their best work.