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Supplying Disadvantaged Schools with Effective Teachers: Experimental Evidence on Secondary Math Teachers from Teach For America

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  • Hanley S. Chiang
  • Melissa A. Clark
  • Sheena McConnell

Abstract

Teach For America (TFA) is an important but controversial source of teachers for hard‐to‐staff subjects in high‐poverty U.S. schools. We present findings from the first large‐scale experimental study of secondary math teachers from TFA. We find that TFA teachers are more effective than other math teachers in the same schools, increasing student math achievement by 0.07 standard deviations over one school year. Addressing concerns about the fact that TFA requires only a two‐year commitment, we find that TFA teachers in their first two years of teaching are more effective than more experienced non‐TFA teachers in the same schools.

Suggested Citation

  • Hanley S. Chiang & Melissa A. Clark & Sheena McConnell, 2017. "Supplying Disadvantaged Schools with Effective Teachers: Experimental Evidence on Secondary Math Teachers from Teach For America," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 36(1), pages 97-125, January.
    • Handle: RePEc:wly:jpamgt:v:36:y:2017:i:1:p:97-125
    DOI: 10.1002/pam.21958
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    References listed on IDEAS

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    Cited by:

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    2. Jonathan M.V. Davis, 2017. "The Short and Long Run Impacts of Centralized Clearinghouses: Evidence from Matching Teach For America Teachers to Schools," 2017 Papers pda791, Job Market Papers.
    3. Hall, Caroline & Lundin, Martin & Sibbmark, Kristina, 2018. "Strengthening teachers in disadvantaged schools: Evidence from an intervention in Sweden’s poorest city districts," Working Paper Series 2018:26, IFAU - Institute for Evaluation of Labour Market and Education Policy.

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