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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
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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. (C) 2011 by the Association for Public Policy Analysis and Management.

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File URL: http://hdl.handle.net/10.1002/pam.20585
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Bibliographic Info

Article provided by John Wiley & Sons, Ltd. in its journal Journal of Policy Analysis and Management.

Volume (Year): 30 (2011)
Issue (Month): 3 (Summer)
Pages: 447-469

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Handle: RePEc:wly:jpamgt:v:30:y:2011:i:3:p:447-469

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Web page: http://www3.interscience.wiley.com/journal/34787/home

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Cited by:
  1. 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.
  2. 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.
  3. Eric A. Hanushek, 2010. "The Economic Value of Higher Teacher Quality," NBER Working Papers 16606, National Bureau of Economic Research, Inc.
  4. 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.
  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. 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.

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