全球智库信息集成服务系统(G2TT): Impacts of the Teach For America Investing in Innovation Scale-Up

G2TT

来源类型	Publication
	Impacts of the Teach For America Investing in Innovation Scale-Up
	Melissa A. Clark; Eric Isenberg; Albert Y. Liu; Libby Makowsky; and Marykate Zukiewicz
发表日期	2017-02-08
出版者	Princeton, NJ: Mathematica Policy Research
出版年	2017
语种	英语
概述	In 2010, Teach For America (TFA) launched a major expansion effort, funded in part by a five-year Investing in Innovation (i3) scale-up grant of $50 million from the U.S. Department of Education. This study examines the effectiveness of TFA elementary school teachers in the second year of the scale-up, relative to other teachers in the same grades and schools.",
摘要	Key Findings: First- and second-year Teach For America (TFA) corps members recruited and trained during the Investing in Innovation scale-up were as effective as other teachers in the same high-poverty schools in teaching both reading and math. TFA teachers in lower elementary grades (prekindergarten through grade 2) had a positive, statistically significant effect on students’ reading achievement of 0.12 standard deviations, or about 1.3 additional months of learning for the average student in these grades nationwide. TFA teachers in grades 1 and 2 had a positive effect on students’ 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 other subgroups of TFA teachers that we examined. 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.
URL	https://www.mathematica.org/our-publications-and-findings/publications/impacts-of-the-teach-for-america-investing-in-innovation-scaleup
来源智库	Mathematica Policy Research (United States)
资源类型	智库出版物
条目标识符	http://119.78.100.153/handle/2XGU8XDN/488774
推荐引用方式 GB/T 7714	Melissa A. Clark,Eric Isenberg,Albert Y. Liu,et al. Impacts of the Teach For America Investing in Innovation Scale-Up. 2017.

条目包含的文件
文件名称/大小	资源类型	版本类型	开放类型	使用许可
TFA_Investing_Innova（1646KB）	智库出版物		限制开放	CC BY-NC-SA	浏览