You are here
Performance Estimates of Teach For America Teachers in Atlanta Metropolitan Area School Districts
Teach For America (TFA) is an alternative certification program that intensively recruits and selects recent college graduates and midcareer professionals to teach in schools serving high-need students. Prior rigorous evaluations of the program have generally found positive effects of TFA teachers on students’ learning in math and science and no significant differences in reading or language arts, compared with non-TFA teachers’ effects in the same schools. No priorstudies, however, have specifically focused on TFA effects in the Atlanta region.
This report examines the efficacy of TFA teachers in the Atlanta region spanning the 2005-06 through 2013-14 school years. Using longitudinal administrative data from three major school districts with significant numbers of recent TFA placements, we generate TFA effect estimates based on two series of Georgia’s standardized tests—the end-of-grade Criterion-Referenced Competency Tests (CRCTs) and end-of-course tests (EOCTs).
We find evidence of a positive effect in student learning due to the hiring of TFA teachers in these three districts, compared with the performance of non-TFA colleagues in the same schools. Estimated TFA effects are positive and statistically significant in social studies and science on the state’s CRCTs, and in American literature on the state’s EOCTs. We find no significant differences in performance between TFA and non-TFA teachers in the other subjects we analyzed. Supplementary analyses show these results are not sensitive to the inclusion of data from a period of well-documented test score manipulation in Atlanta Public Schools.
Keywords: Teacher for America, Atlanta, Teacher Effectiveness
Citation: Michael Hansen, Tim Sass (2015). Performance Estimates of Teach For America Teachers in Atlanta Metropolitan Area School Districts. CALDER Working Paper No. 145
You May Also Be Interested In
State Ratings of Educator Preparation Programs: Connecting Program Review to Teacher Effectiveness
Meagan Comb, James Cowan, Dan Goldhaber, Zeyu Jin, Roddy Theobald
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
Dan Goldhaber, Matt Ronfeldt, James Cowan, Trevor Gratz, Emanuele Bardelli, Matt Truwit, Hannah Mullman