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2011•Journal of Policy Analysis and ManagementRequires access

Making a difference? The effects of Teach For America in high school

Zeyu Xu, Jane Hannaway, Colin Taylor

Open publisher page 185 citations

Abstract

Abstract Teach For America (TFA) selects and places graduates from the most competitive colleges as teachers in the lowest‐performing schools in the country. This paper is the first study that examines TFA effects in high school. We use rich longitudinal data from North Carolina and estimate TFA effects through cross‐subject student and school fixed effects models. We find that TFA teachers tend to have a positive effect on high school student test scores relative to non‐TFA teachers, including those who are certified in field. Such effects offset or exceed the impact of additional years of experience and are particularly strong in science. © 2011 by the Association for Public Policy Analysis and Management.

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What this paper is about

Abstract Teach For America (TFA) selects and places graduates from the most competitive colleges as teachers in the lowest‐performing schools in the country. This paper is the first study that examines TFA effects in high school. We use rich longitudinal data from North Carolina and estimate TFA effects through cross‐subject student and school fixed effects models. We find that TFA teachers tend to have a positive effect on high school student test scores relative to non‐TFA teachers, including those who are certified in field. Such effects offset or exceed the impact of additional years of experience and are particularly strong in science. © 2011 by the Association for Public Policy Analysis and Management.

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OpenAlex reports 185 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

Abstract Teach For America (TFA) selects and places graduates from the most competitive colleges as teachers in the lowest‐performing schools in the country. This paper is the first study that examines TFA effects in high school. We use rich longitudinal data from North Carolina and estimate TFA effects through cross‐subject student and school fixed effects models. We find that TFA teachers tend to have a positive effect on high school student test scores relative to non‐TFA teachers, including those who are certified in field. Such effects offset or exceed the impact of additional years of experience and are particularly strong in science. © 2011 by the Association for Public Policy Analysis and Management.

Key concepts: Certification, Mathematics education, Test (biology), Longitudinal study, Psychology, Student achievement, Alternative teacher certification, Fixed effects model

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