WWC review of this study

Teacher preparation programs and Teach for America research study.

Ware, A., LaTurner, R. J., Parsons, J., Okulicz-Kozaryn, A., Garland, M., & Klopfenstein, K. (2011). Dallas: Education Research Center, The University of Texas at Dallas.

  • Quasi-Experimental Design
    , grades
    3-11
No statistically significant positive
findings
Meets WWC standards with reservations

Reviewed: September 2016

English language arts achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Texas Assessment of Knowledge and Skills (TAKS) English Language Arts/Reading (ELA/R) Passing Rate Gain

Teach for America (TFA) vs. Business as usual

9 Months

Grades 3–8, 2008–09 cohort;
12,213 students

0.03

0.03

No

--
More Outcomes

Texas Assessment of Knowledge and Skills (TAKS) English Language Arts/Reading (ELA/R) Passing Rate Gain

Teach for America (TFA) vs. Business as usual

9 Months

Grades 9–11, 2009–10 cohort;
8,298 students

0.03

0.05

No

--
Show Supplemental Findings

Texas Assessment of Knowledge and Skills (TAKS) English Language Arts/Reading (ELA/R) Passing Rate Gain

Teach for America (TFA) vs. Business as usual

9 Months

Grades 9–11, 2008–09 cohort, Hispanic students;
6,370 students

0.02

0.01

No

--

Texas Assessment of Knowledge and Skills (TAKS) English Language Arts/Reading (ELA/R) Passing Rate Gain

Teach for America (TFA) vs. Business as usual

9 Months

Grades 9–11 2008–09 cohort, economically disadvantaged students;
7,549 students

0.02

0.01

No

--
Mathematics achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Texas Assessment of Knowledge and Skills (TAKS) Mathematics Passing Rate Gain

Teach for America (TFA) vs. Business as usual

9 Months

Grades 9–11, 2009–10 cohort;
12,678 students

0.10

0.06

No

--
More Outcomes

Texas Assessment of Knowledge and Skills (TAKS) Mathematics Passing Rate Gain

Teach for America (TFA) vs. Business as usual

9 Months

Grades 3–8, 2009–10 cohort;
13,091 students

0.03

0.04

No

--
Show Supplemental Findings

Texas Assessment of Knowledge and Skills (TAKS) Mathematics Passing Rate Gain

Teach for America (TFA) vs. Business as usual

9 Months

Grades 9–11, 2009–10 cohort, African-American students;
2,858 students

0.15

0.06

No

--

Texas Assessment of Knowledge and Skills (TAKS) Mathematics Passing Rate Gain

Teach for America (TFA) vs. Business as usual

9 Months

Grades 9–11, 2009–10 cohort, Hispanic students;
8,963 students

0.09

0.05

No

--

Texas Assessment of Knowledge and Skills (TAKS) Mathematics Passing Rate Gain

Teach for America (TFA) vs. Business as usual

9 Months

Grades 3–8, 2008–09 cohort, African-American students;
2,811 students

0.09

0.05

No

--

Texas Assessment of Knowledge and Skills (TAKS) Mathematics Passing Rate Gain

Teach for America (TFA) vs. Business as usual

9 Months

Grades 3–8, 2009–10 cohort, African-American students;
2,543 students

0.01

-0.01

No

--

Texas Assessment of Knowledge and Skills (TAKS) Mathematics Passing Rate Gain

Teach for America (TFA) vs. Business as usual

9 Months

Grades 3–8, 2009–10 cohort, Hispanic students;
9,502 students

0.03

0.05

No

--

Characteristics of study sample as reported by study author.


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    Texas

Setting

The study analyzed student achievement data from four Texas school districts: Donna ISD, Houston ISD, McAllen ISD, and IDEA Public Schools.

Study sample

The authors did not report the demographic characteristics of the students and teachers included in these analytic samples. In addition, the authors present subgroup findings for African-American students, Hispanic students, and economically disadvantaged students (i.e., students eligible for free or reduced-price lunch). The subgroup findings for which baseline equivalence between the TFA and comparison groups was demonstrated are reported as supplemental findings. The supplemental findings do not factor into the intervention’s rating of effectiveness.

Intervention Group

Students were taught by TFA teachers. The authors did not report any deviations from the TFA model.

Comparison Group

Students were taught by novice non-TFA teachers—that is, teachers with less than 3 years of experience who did not participate in TFA.

Support for implementation

Prior to beginning teaching, TFA teachers receive training in a 5-week summer institute that aims to develop participants’ pedagogical knowledge and skills and includes supervised practice teaching under the direction of an experienced teacher. During their 2-year teaching commitment, TFA teachers receive one-on-coaching from TFA program directors, participate in learning team meetings with other TFA teachers, and have access to online TFA resources that include lesson plans and videos.

 

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This download will include data files for study and findings review data and a data dictionary.

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