Impacts of the Teach for America Investing in Innovation Scale-Up. Revised Final Report
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| Title: | Impacts of the Teach for America Investing in Innovation Scale-Up. Revised Final Report |
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| Language: | English |
| Authors: | Clark, Melissa A., Isenberg, Eric, Liu, Albert Y., Makowsky, Libby, Zukiewicz, Marykate, Mathematica |
| Source: | Mathematica Policy Research. 2017. |
| Availability: | Mathematica Policy Research. P.O. Box 2393, Princeton, NJ 08543. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: info@mathematica-mpr.com; Web site: http://www.mathematica-mpr.com |
| Peer Reviewed: | N |
| Page Count: | 108 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Teach For America |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | Program Evaluation, Program Effectiveness, Beginning Teachers, Disadvantaged, Teacher Effectiveness, Elementary School Teachers, Reading Achievement, Mathematics Achievement, Teacher Recruitment, Teacher Selection, Preservice Teacher Education, Teacher Placement, Teacher Background |
| Abstract: | The study found that, on average, TFA corps members hired in the first two years of the scale-up period were as effective as other teachers in the same high-poverty schools in both reading and math. TFA teachers in lower elementary grades (prekindergarten through grade 2) had a positive, statistically significant effect on students' reading achievement relative to other teachers in the same schools. Similarly, TFA teachers in grades 1 and 2 had a positive effect on student math achievement of 0.16 standard deviations, or about 1.5 additional months of learning. This difference was almost statistically significant at conventional levels (p-value = 0.054). We did not find statistically significant impacts for TFA teachers in upper elementary grades (3 through 5) in reading or math. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | ED618270 |
| Database: | ERIC |
| Abstract: | The study found that, on average, TFA corps members hired in the first two years of the scale-up period were as effective as other teachers in the same high-poverty schools in both reading and math. TFA teachers in lower elementary grades (prekindergarten through grade 2) had a positive, statistically significant effect on students' reading achievement relative to other teachers in the same schools. Similarly, TFA teachers in grades 1 and 2 had a positive effect on student math achievement of 0.16 standard deviations, or about 1.5 additional months of learning. This difference was almost statistically significant at conventional levels (p-value = 0.054). We did not find statistically significant impacts for TFA teachers in upper elementary grades (3 through 5) in reading or math. |
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