Supplying Disadvantaged Schools with Effective Teachers: Experimental Evidence on Secondary Math Teachers from Teach For America

Teach For Amenca (TFA) is an important but controversial source of teachers for hard-to-staff subjects in high-poverty U.S. schools. We present findings from the first large-scale experimental study of secondary math teachers from TFA. We find that TFA teachers are more effective than other math tea...

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Bibliographic Details
Published in:Journal of policy analysis and management 2017, Vol.36 (1), p.97-125
Main Authors: Chiang, Hanley S., Clark, Melissa A., McConnell, Sheena
Format: Article
Language:English
Subjects:
Academic achievement
Alternative Teacher Certification
Beginning Teachers
Disadvantaged
Disadvantaged Schools
Educational evaluation
Effectiveness studies
Mathematics Achievement
Mathematics Teachers
Pedagogy
Poverty
Schools
Secondary School Teachers
Secondary schools
Teacher Effectiveness
Teachers
Teaching
United States
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Summary:Teach For Amenca (TFA) is an important but controversial source of teachers for hard-to-staff subjects in high-poverty U.S. schools. We present findings from the first large-scale experimental study of secondary math teachers from TFA. We find that TFA teachers are more effective than other math teachers in the same schools, increasing student math achievement by 0.07 standard deviations over one school year. Addressing concerns about the fact that TFA requires only a two-year commitment, we find that TFA teachers in their first two years of teaching are more effective than more experienced non-TFA teachers in the same schools.
ISSN:0276-8739
1520-6688
DOI:10.1002/pam.21958