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Fields Changed

Registration

Field Before After
Trial Status on_going completed
Last Published December 28, 2013 04:20 PM January 19, 2024 04:31 PM
Study Withdrawn No
Intervention Completion Date June 15, 2013
Data Collection Complete Yes
Final Sample Size: Number of Clusters (Unit of Randomization) 156 classrooms
Final Sample Size: Total Number of Observations 1,182 students with math test scores 2,123 students with reading test scores
Final Sample Size (or Number of Clusters) by Treatment Arms 66 TFA classrooms, 90 comparison classrooms
Is there a restricted access data set available on request? No
Program Files No
Data Collection Completion Date June 15, 2013
Is data available for public use? No
Keyword(s) Education Education
First registered on December 28, 2013
Building on Existing Work No
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Papers

Field Before After
Paper Abstract In 2010, Teach For America (TFA) launched a major expansion effort, funded in part by a five-year Investing in Innovation scale-up grant from the U.S. Department of Education. To examine the effectiveness of TFA elementary school teachers in the second year of the scale-up, we recruited thirty-six schools from ten states and randomly assigned students in participating schools to a class taught by a TFA teacher or a class taught by a comparison teacher. We then gathered data on student achievement and surveyed teachers on their educational background, preparation for teaching, and teaching experience. The TFA teachers in the study schools had substantially less teaching experience than comparison teachers but were more likely to have graduated from a selective college. Overall, TFA and comparison teachers in the study were similarly effective in teaching both reading and math. TFA teachers in early elementary classrooms (grades 2 and below), however, were more effective than comparison teachers: TFA teachers in prekindergarten through grade 2 had a positive, statistically significant effect of 0.12 standard deviations on students’ reading achievement, and TFA teachers in grades 1 and 2 had a positive, marginally significant effect of 0.16 standard deviations on student math achievement.
Paper Citation Melissa A. Clark & Eric Isenberg, 2020. "Do Teach For America Corps Members Still Improve Student Achievement? Evidence from a Randomized Controlled Trial of Teach For America's Scale-Up Effort," Education Finance and Policy, MIT Press, vol. 15(4), pages 736-760, Fall.
Paper URL https://watermark.silverchair.com/edfp_a_00311.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAA1UwggNRBgkqhkiG9w0BBwagggNCMIIDPgIBADCCAzcGCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQMV9bK6eo3LblDgusCAgEQgIIDCDcnBSDQNOb929saQp3xE8L-1FBXQap1vSy1rAMGK3guLFRZlRCnsctWwIt2LOEx2BB6g8vgFUZxsQmPyVegxuoZM1YjvhTrKH0n31oUK8tfzOJYgpcRyLFfur3HjB-oc7TOOtyA6r5kwXimrI-_1pV5uWDQ9UY1Rk7vE8cWW6calNxBsVPskgb3sSlZL01B1AOE-snByBk9Ticx0khEokvd8BDJEVE34OvpfiHYLpmXszm3seGdHQEp5YSmVOUMBgQR6nqLqkQlHPnMlQNM9pHebPaV6fuBQnhOZ4ltAdbIQXOxmW0maerj65sHireiNgqd3fsNf2xOywDkKaDZvYKvU_yaCI_j3WWifVyzfZuGCuhRi8dibZ2yYYhWKyZTD9FBLt0vRyh_oseRUdXebbuyrSKAqc1nceY97WHd_gggBvEMNiHN6n8PAwbhvn_cqNGkO6-bGpPeHPRGUzllyX4kXglacrDRhXoJVGBy93g-fCh7zHUliZSKRisVak4tIlbWCMpDKcDCDZWpew36Yl3OYjOjkFmoi3vidSYMwbNkza_iWCPMr9gZYjgXmnz37BM-72oxsYdfn4h6n4QBnzOJ-MnNE9u94EzROojy8zHCTlEXlXS2YpAIKa7I8VohJJXTIZDhMIBvSQgjlH0l3kcOwTp8mu5YoohFt2Vkz10tyftPGLKmYAzIoMa4euArsGTZDkfYcyhOUSZYDydvFAiR6mPaoMHoAUEUj-RwG2Qto45Kqz6SDOMQucx8WPwgScAW-NddmHJRC8Qwsoija5oX1TdooNoCjrNrKKhGLKqPDQuvtDMV3ekyw9aAD1wKqvTR0vagNMiK4ze9-T2xRIe4NVGNkBshVIkUh_Ae29uY9pS1_miagsgaWJifZ7NqaxLrKAsVr6xtu9vCp6F-BAYujDKfCG16cvEAhgN4TrRjN60J66EQ5pqJ-UM1UZIzzN_wlcoCRK0ZZPx2LL9lj0fRi2L5ejQcCojdy81-Sje_zLNWESuk-BQFAE25BEErTz16eIqrxqzn
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