WWC review of this study

Making a difference? The effects of Teach For America in high school.

Xu, Z., Hannaway, J., & Taylor, C. (2011). Journal of Policy Analysis and Management, 30(3), 447–469. Retrieved from: https://eric.ed.gov/?id=EJ938590

  • Quasi-Experimental Design
     examining 
    358,369
     Students
    , grades
    9-12
At least one statistically significant positive finding
Meets WWC standards with reservations

Reviewed: August 2016

Science achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

North Carolina end-of-grade state standardized test: Science

Teach for America (TFA) vs. Business as usual

9 Months

High school;
36,104 students

N/A

N/A

Yes

 
 
7
More Outcomes
Show Supplemental Findings

North Carolina end-of-grade state standardized test: Science

Teach for America (TFA) vs. Business as usual

9 Months

In-field TFA vs. in-field non-TFA teachers;
63,680 students

N/A

N/A

No

--

North Carolina end-of-grade state standardized test: Science

Teach for America (TFA) vs. Business as usual

9 Months

TFA vs. traditional track teachers;
20,706 students

N/A

N/A

Yes

 
 
6

Characteristics of study sample as reported by study author.

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    North Carolina

Setting

The study took place in North Carolina high schools that employed at least one TFA teacher.

Study sample

The authors did not report the characteristics of the students and teachers included in this analytic sample.

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 individuals who did not enter teaching through TFA.

Support for implementation

TFA corps members received training through a 5-week summer institute and a 2-week local orientation and induction program they attend prior to beginning teaching. They also received ongoing professional development from TFA.

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • Clewell, B. C., de Cohen, C. C., Campbell, P. B., & Perlman, L. (2005). Review of evaluation studies of mathematics and science curricula and professional development models. Washington, DC: The Urban Institute.

  • Xu, Z., Hannaway, J., & Taylor, C. (2009). Making a difference? The effects of Teach For America in high school (Working Paper 17. Revised). Washington, DC: The Urban Institute and the National Center for Analysis of Longitudinal Data in Education Research.

At least one statistically significant positive finding
Meets WWC standards with reservations

Reviewed: November 2012

Academic achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

English, Math and Science

Teach for America (TFA) vs. Business as usual

End of year

ID-matched teachers;
358,369 students

N/A

N/A

Yes

 
 
6
Mathematics achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Math

Teach for America (TFA) vs. Business as usual

End of year

ID-matched teachers;
358,369 students

N/A

N/A

No

--
Science achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Science

Teach for America (TFA) vs. Business as usual

End of year

ID-matched teachers;
358,369 students

N/A

N/A

Yes

 
 
8

Characteristics of study sample as reported by study author.


  • 1% English language learners

  • Female: 50%
    Male: 50%
  • Race
    Black
    35%
    Not specified
    5%
    White
    53%
  • Ethnicity
    Hispanic
    6%
    Not Hispanic
    94%
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    North Carolina
 

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