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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
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
FullText Text:
  Availability: 0
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  Data: 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
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  Label: Abstract
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  Data: 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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  Data: As Provided
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  Data: 2022
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  Data: ED618270
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      – Text: English
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        PageCount: 108
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Beginning Teachers
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      – SubjectFull: Disadvantaged
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