Impacts of the Teach for America Investing in Innovation Scale-Up. Revised Final Report

Autor/inn/en	Clark, Melissa A.; Isenberg, Eric; Liu, Albert Y.; Makowsky, Libby; Zukiewicz, Marykate
Institution	Mathematica
Titel	Impacts of the Teach for America Investing in Innovation Scale-Up. Revised Final Report
Quelle	(2017), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Evaluation; Program Effectiveness; Beginning Teachers; Disadvantaged; Teacher Effectiveness; Elementary School Teachers; Reading Achievement; Mathematics Achievement; Teacher Recruitment; Teacher Selection; Preservice Teacher Education; Teacher Placement; Teacher Background + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerrekrutierung; Lehramtsstudiengang; Lehrerausbildung
Abstract	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. (As Provided).
Anmerkungen	Mathematica Policy Research. P.O. Box 2393, Princeton, NJ 08543. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: info@mathematica-mpr.com; Web site: http://www.mathematica-mpr.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01