Teach for America and Teacher Quality: Increasing Achievement over Time

Autor/in	Penner, Emily K.
Titel	Teach for America and Teacher Quality: Increasing Achievement over Time
Quelle	In: Educational Policy, 35 (2021) 7, S.1047-1084 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Penner, Emily K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904819843595
Schlagwörter	Teacher Recruitment; Alternative Teacher Certification; Teacher Effectiveness; Academic Achievement; Educational Change; Educational Policy; Elementary Secondary Education; North Carolina + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Bildungsreform; Politics of education; Bildungspolitik
Abstract	Teach For America (TFA), a prominent alternative teacher certification program, has evolved substantially since it began in 1989. However, most studies ignore this potential variation when evaluating TFA's effects on student outcomes. Using 12 years of administrative data, I test whether TFA's effects on achievement differ over time, focusing on a major reform introduced in 2005 and testing for changes in the qualifications of TFA corps members recruited before and after this reform. I find that TFA's effects on achievement increased over time in some subjects and grade levels. However, these changes do not occur immediately following the reforms, nor are they explained by most observable teacher quality indicators. Instead, results indicate gradual improvement over time in many subjects. These results help explain divergent findings in previous research from different periods and underscore the importance of understanding the continuing evolution of alternative teacher certification programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01