The Impact of Teach for America on Non-Test Academic Outcomes

Autor/inn/en	Backes, Ben; Hansen, Michael
Titel	The Impact of Teach for America on Non-Test Academic Outcomes
Quelle	In: Education Finance and Policy, 13 (2018) 2, S.168-193 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Beginning Teachers; Public School Teachers; Outcomes of Education; Attendance Patterns; Grade Point Average; Academic Failure; Grade Repetition; Teacher Effectiveness; Productivity; Quasiexperimental Design; Elementary School Students; Middle School Students; Suspension; Florida (Miami) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lernleistung; Schulerfolg; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Produktivität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausschluss; Schulausschluss
Abstract	Recent evidence on teacher productivity suggests that teachers meaningfully influence non-test academic student outcomes that are commonly overlooked by narrowly focusing on test scores. Despite a large number of studies investigating the Teach For America (TFA) effect on math and English achievement, little is known about non-tested academic outcomes. Using administrative data from Miami-Dade County Public Schools, we investigate the relationship between being in a TFA classroom and five non-test student outcomes commonly found in administrative datasets: days absent, days suspended, GPA, classes failed, and grade repetition. We validate our use of non-test student academic outcomes to assess differences in teacher productivity using the quasi-experimental teacher switching methods of Chetty, Friedman, and Rockoff (2014) and fail to reject the null hypothesis of unbiasedness in most cases in elementary and middle school, although in some cases standard errors are large. We find suggestive evidence that students taught by TFA teachers in elementary and middle schools were less likely to miss school due to unexcused absences and suspensions compared with students taught by non-TFA teachers in the same school, although point estimates are very small. Other outcomes were found to be forecast-unbiased but showed no evidence of a TFA effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01