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How Do Teachers from Alternative Pathways Contribute to the Teaching Workforce in Urban Areas? Evidence from Kansas City
We examine how teachers from two alternative preparation programs—Teach for America (TFA) and Kansas City Teacher Residency (KCTR)—contribute to the teacher labor market in and around Kansas City, Missouri. We show that TFA and KCTR teachers are more likely than other teachers to work in charter schools, and more broadly, in schools with high concentrations of low-income, low-performing, and underrepresented minority (Black and Hispanic) students. TFA and KCTR teachers are themselves more racially/ethnically diverse than the larger local-area teaching workforce, but only KCTR teachers are more diverse than teachers in the same districts in which they work. In math in grades 4-8 we find sizeable, positive impacts of TFA and KCTR teachers on test-score growth relative to non-program teachers. We also estimate positive impacts on test-score growth in English Language Arts (ELA) for teachers from both programs, but our ELA estimates are smaller in magnitude.
This paper was published in AERA Open in June 2021 and can be found here.
Citation: Yang An, Cory Koedel (2020). How Do Teachers from Alternative Pathways Contribute to the Teaching Workforce in Urban Areas? Evidence from Kansas City. CALDER Working Paper No. 243-0920
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