| 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 |