Teach For America (TFA) and Teaching Fellows Programs
About the Intervention
This study evaluates two programs that place teachers in high-need schools: Teach For America (TFA) and Teaching Fellows programs. TFA recruits primarily recent college graduates who commit to two years of teaching, while Teaching Fellows programs recruit both recent graduates and mid-career professionals who are expected to teach long-term. Both programs are highly selective (accepting about 12-13% of applicants), provide intensive 5-7 week summer training institutes before teachers begin, and offer ongoing support during the first years of teaching. TFA operates nationally with 43 regional programs, while Teaching Fellows programs are locally run in 19 locations with TNTP oversight. Teachers from both programs are placed in high-need schools serving predominantly low-income students and students from racial/ethnic minority groups. Both programs require participants to enroll in state-authorized alternative certification programs to complete coursework during their first years of teaching (averaging 137 hours of instruction). The programs differ in that TFA applicants apply nationally and are assigned to regions, while Teaching Fellows applicants apply to specific local programs; TFA requires a 2-year commitment while Teaching Fellows expect an open-ended commitment; and TFA focuses more on recruiting new college graduates while Teaching Fellows focus more on career-switchers.
Statistical Findings
Positive effect on math scores for TFA teachers versus all comparison teachers
Positive effect on math scores for TFA teachers versus traditional certification teachers
Positive effect on math scores for TFA teachers versus alternative certification teachers
Positive effect on math scores for novice TFA teachers versus novice comparison teachers
Positive effect on math scores for novice TFA teachers versus experienced comparison teachers
Positive effect on math scores for TFA teachers versus comparison teachers in middle schools
Positive effect on math scores for TFA teachers versus comparison teachers in high schools
No effect on math scores for Teaching Fellows versus all comparison teachers
Positive effect on math scores for Teaching Fellows versus alternative certification teachers
No effect on math scores for Teaching Fellows versus traditional certification teachers
Positive effect on math scores for novice Teaching Fellows versus novice comparison teachers
Negative effect on math scores for novice Teaching Fellows versus experienced comparison teachers
No effect on math scores for experienced Teaching Fellows versus experienced comparison teachers
No effect on math scores for Teaching Fellows versus comparison teachers with similar experience
No effect on math scores for Teaching Fellows versus comparison teachers in middle schools
No effect on math scores for Teaching Fellows versus comparison teachers in high schools
More Intervention Details
Focus Areas
Economically DisadvantagedPrograms & Services
Title IDelivery Methods
Face-to-FaceDisability Support
N/ATarget Groups
Student(s), Teachers/Instructional TeamsSource
Anastasia, E., Hanley S., C., Kathy, S., Melissa A., C., Michael, P., Sheena, M. & Tim, S. (2013). The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs. NCEE 2013-4015 (ED544171). ERIC. https://files.eric.ed.gov/fulltext/ED544171.pdf.
Study Demographics
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Participant Gender
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Other Participant Characteristics
Geographical Setting
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