A new survey of recent Ph.D. recipients has found that more than four out of five of those who received paid teaching assistantships believe that having them prolonged their doctoral education, though not enough to keep them from completing the programs in a timely manner.

The perceived impact of research assistantships on doctoral students’ progress, on the other hand, varied by academic field, according to a report on the survey’s findings being released Tuesday by the Council of Graduate Schools. Ph.D. recipients in mathematics, engineering, and the sciences generally reported that having research assistantships actually helped them get through doctoral programs more quickly, while just over half of Ph.D. recipients in the social sciences and humanities said that having research assistantships lengthened the time they needed to complete their doctoral studies.

via Doctoral Students Think Teaching Assistantships Hold Them Back – Faculty – The Chronicle of Higher Education.
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This is no surprise.  At many universities, graduate teaching assistants have a huge amount of work.  In my department, for example, many of us had full responsibility for lower lever courses, from material selection and syllabus design through grading.  It was great experience and career preparation, but it meant that day to day work took a lot of time.   Later, as a graduate research assistant, I organized major conferences, either large in scale or including internationally renowned figures, and assisted in the editing of publications of the institute where I worked.

These are not experiences I regret.  Indeed, I seized the opportunities.  But there is no doubt that I would have finished earlier had I not been obliged to take assistantships.  On the other hand, I’d have finished with fewer skills.