Examining Spillover Effects from Teach for America Corps Members in Miami-Dade County Public Schools
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| Title: | Examining Spillover Effects from Teach for America Corps Members in Miami-Dade County Public Schools |
|---|---|
| Language: | English |
| Authors: | Backes, Ben, Hansen, Michael, Xu, Zeyu, Brady, Victoria |
| Source: | Journal of Teacher Education. Nov-Dec 2019 70(5):453-471. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305C120008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Alternative Teacher Certification, Public School Teachers, Disadvantaged Schools, Teacher Placement, Educational Improvement, Achievement Gains, Mathematics Achievement, Reading Achievement, Elementary Secondary Education, Achievement Tests, Standardized Tests, State Standards, Teacher Effectiveness |
| Geographic Terms: | Florida |
| Assessment and Survey Identifiers: | Florida Comprehensive Assessment Test |
| DOI: | 10.1177/0022487117752309 |
| ISSN: | 0022-4871 |
| Abstract: | This article examines Teach For America's (TFA) placement strategy in Miami-Dade County Public Schools, in which large numbers of TFA corps members are placed as clusters into a targeted set of disadvantaged schools, to investigate whether the large-scale infusion of TFA corps members into these schools induced broader improvements across the school. Using 6 years of administrative data from the district, we exploit variation in TFA density over time within schools to measure the extent to which increases in density were associated with improvements in student test scores. We find that many of the schools chosen to participate in the cluster strategy experienced large subsequent gains in mathematics achievement. These gains were driven in part by the direct effect of having larger numbers of classrooms staffed by effective TFA teachers. However, we do not find any evidence that the clustering strategy led to any spillovers on schoolwide performance. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2019 |
| Accession Number: | EJ1231133 |
| Database: | ERIC |
| Abstract: | This article examines Teach For America's (TFA) placement strategy in Miami-Dade County Public Schools, in which large numbers of TFA corps members are placed as clusters into a targeted set of disadvantaged schools, to investigate whether the large-scale infusion of TFA corps members into these schools induced broader improvements across the school. Using 6 years of administrative data from the district, we exploit variation in TFA density over time within schools to measure the extent to which increases in density were associated with improvements in student test scores. We find that many of the schools chosen to participate in the cluster strategy experienced large subsequent gains in mathematics achievement. These gains were driven in part by the direct effect of having larger numbers of classrooms staffed by effective TFA teachers. However, we do not find any evidence that the clustering strategy led to any spillovers on schoolwide performance. |
|---|---|
| ISSN: | 0022-4871 |
| DOI: | 10.1177/0022487117752309 |
