IDEAS home Printed from https://ideas.repec.org/p/umc/wpaper/2111.html
   My bibliography  Save this paper

How Do Teachers from Alternative Pathways Contribute to the Teaching Workforce in Urban Areas? Evidence from Kansas City

Author

Abstract

We examine how teachers from two alternative preparation programs—Teach for America (TFA) and Kansas City Teacher Residency (KCTR)—contribute to the teacher labor market in and around Kansas City, Missouri. TFA and KCTR teachers are more likely than other teachers to work in charter schools, and more broadly, in schools with more low-income, low-performing, and underrepresented minority (Black and Hispanic) students. Teachers from both programs are more racial/ethnically diverse than the larger local-area teaching workforce, but only KCTR teachers are more diverse than teachers in the same districts where they work. We estimate value-added to achievement for teachers in both programs compared to non-program teachers, with the caveat that our KCTR sample for this analysis is small. In math we find large, positive impacts of TFA and KCTR teachers on test-score growth; in English Language Arts (ELA) we also estimate positive impacts but they are smaller.

Suggested Citation

  • Yang An & Cory Koedel, 2021. "How Do Teachers from Alternative Pathways Contribute to the Teaching Workforce in Urban Areas? Evidence from Kansas City," Working Papers 2111, Department of Economics, University of Missouri.
    • Handle: RePEc:umc:wpaper:2111
    as

    Download full text from publisher

    File URL: https://drive.google.com/file/d/1MRKqU5o_PtsPsx2N24Z8wa3Np-3CMktE/view?usp=sharing
    Download Restriction: no
    ---><---

    More about this item

    Keywords

    alternative teacher pathways; alternative teacher certification; TFA; KCTR; urban teacher labor markets;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

    NEP fields

    This paper has been announced in the following NEP Reports:

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:umc:wpaper:2111. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Chao Gu (email available below). General contact details of provider: https://edirc.repec.org/data/edumous.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.