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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
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  Data: 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.
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        PageCount: 19
        StartPage: 453
    Subjects:
      – SubjectFull: Alternative Teacher Certification
        Type: general
      – SubjectFull: Public School Teachers
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      – SubjectFull: Disadvantaged Schools
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Florida
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      – SubjectFull: Florida Comprehensive Assessment Test
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      – TitleFull: Examining Spillover Effects from Teach for America Corps Members in Miami-Dade County Public Schools
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