A new study by Mathematica Policy Research examined the performance of Teach for America (TFA) teachers in grades K-5. This independent evaluation showed, once again, that TFA teachers outperform their colleagues in low-income schools.
Using a rigorous random assignment design to examine the effectiveness of TFA elementary school teachers in the second year of the i3 scale-up, Mathematica Policy Research found that first- and second-year corps members recruited and trained during the scale-up were as effective as other teachers in the same high-poverty schools in both reading and math. We found that TFA teachers in lower elementary grades (prekindergarten through grade 2) had a positive, statistically significant effect on students’ reading achievement of 0.12 standard deviations, or about 1.3 additional months of learning for the average student in these grades nationwide.
Despite being new the profession and receiving less pay, TFA teachers performed better, on average, than experienced teachers in the comparison group.
One of the more fascinating parts of the study was a comparison of the ways that each group allocated their time.
TFA teachers reported spending significantly less time grading, reviewing, or providing feedback on student work and on reviewing and analyzing student performance on assessments than comparison teachers. They spent significantly more time than comparison teachers planning and preparing for classroom instruction, but less time helping other teachers plan instruction for their classes.
In other words, TFA teachers prioritized teaching, whereas comparison teachers spent their time evaluating assessments and collaboration.
Fortunately, Governor McCrory and Republican legislators have made investments in TFA a priority in North Carolina.