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Making a difference? The effects of Teach For America in high school

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  • Zeyu Xu
  • Jane Hannaway
  • Colin Taylor

Abstract

Teach For America (TFA) selects and places graduates from the most competitive colleges as teachers in the lowest‐performing schools in the country. This paper is the first study that examines TFA effects in high school. We use rich longitudinal data from North Carolina and estimate TFA effects through cross‐subject student and school fixed effects models. We find that TFA teachers tend to have a positive effect on high school student test scores relative to non‐TFA teachers, including those who are certified in field. Such effects offset or exceed the impact of additional years of experience and are particularly strong in science. © 2011 by the Association for Public Policy Analysis and Management.

Suggested Citation

  • Zeyu Xu & Jane Hannaway & Colin Taylor, 2011. "Making a difference? The effects of Teach For America in high school," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 30(3), pages 447-469, June.
    • Handle: RePEc:wly:jpamgt:v:30:y:2011:i:3:p:447-469
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    Cited by:

    1. Antecol, Heather & Eren, Ozkan & Ozbeklik, Serkan, 2013. "The effect of Teach for America on the distribution of student achievement in primary school: Evidence from a randomized experiment," Economics of Education Review, Elsevier, vol. 37(C), pages 113-125.
    2. Patten Priestley Mahler, 2017. "Are Teacher Pensions "Hazardous" for Schools?," Upjohn Working Papers 18-281, W.E. Upjohn Institute for Employment Research.
    3. Hinrichs, Peter, 2021. "What kind of teachers are schools looking for? Evidence from a randomized field experiment," Journal of Economic Behavior & Organization, Elsevier, vol. 186(C), pages 395-411.
    4. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2010. "Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects," Journal of Human Resources, University of Wisconsin Press, vol. 45(3).
    5. Sass, Tim R. & Hannaway, Jane & Xu, Zeyu & Figlio, David N. & Feng, Li, 2012. "Value added of teachers in high-poverty schools and lower poverty schools," Journal of Urban Economics, Elsevier, vol. 72(2), pages 104-122.
    6. Hanushek, Eric A., 2011. "The economic value of higher teacher quality," Economics of Education Review, Elsevier, vol. 30(3), pages 466-479, June.
    7. John P. Papay & Martin R. West & Jon B. Fullerton & Thomas J. Kane, 2011. "Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency," NBER Working Papers 17646, National Bureau of Economic Research, Inc.
    8. Castro-Zarzur, Rosa & Espinoza, Ricardo & Sarzosa, Miguel, 2022. "Unintended consequences of free college: Self-selection into the teaching profession," Economics of Education Review, Elsevier, vol. 89(C).
    9. Feng, Li & Sass, Tim R., 2013. "What makes special-education teachers special? Teacher training and achievement of students with disabilities," Economics of Education Review, Elsevier, vol. 36(C), pages 122-134.
    10. Harris, Douglas N. & Sass, Tim R., 2014. "Skills, productivity and the evaluation of teacher performance," Economics of Education Review, Elsevier, vol. 40(C), pages 183-204.
    11. Will Dobbie & Roland G. Fryer, Jr, 2011. "The Impact of Youth Service on Future Outcomes: Evidence from Teach For America," NBER Working Papers 17402, National Bureau of Economic Research, Inc.
    12. Backes, Ben & Goldhaber, Dan & Cade, Whitney & Sullivan, Kate & Dodson, Melissa, 2018. "Can UTeach? Assessing the relative effectiveness of STEM teachers," Economics of Education Review, Elsevier, vol. 64(C), pages 184-198.

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