Abstract
Student evaluation of teaching is increasingly used in French higher education institutions. In this paper, we exploit an original data set that contains the results and evaluations for more than 100 courses during 8 school years in a French grande ecole. We analyze the relationship between grades and student evaluations using teacher fixed effects and instrumental variables methods in order to rule out any simultaneity and endogeneity bias. We also exploit variation in the date when students evaluate teaching to construct a novel identification strategy. We find that lenient grading is associated with a better evaluation of teacher's pedagogy. However the size of the effect is small.
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