Penner EK. Teaching for All? Teach For America's Effects across the Distribution of Student Achievement.
J Res Educ Eff 2016;
9:259-282. [PMID:
27668032 PMCID:
PMC5031154 DOI:
10.1080/19345747.2016.1164779]
[Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2015] [Revised: 01/26/2016] [Accepted: 03/05/2016] [Indexed: 06/06/2023]
Abstract
This paper examines the effect of Teach For America (TFA) on the distribution of student achievement in elementary school. It extends previous research by estimating quantile treatment effects (QTE) to examine how student achievement in TFA and non-TFA classrooms differs across the broader distribution of student achievement. It also updates prior distributional work on TFA by correcting for previously unidentified missing data and estimating unconditional, rather than conditional QTE. Consistent with previous findings, results reveal a positive impact of TFA teachers across the distribution of math achievement. In reading, however, relative to veteran non-TFA teachers, students at the bottom of the reading distribution score worse in TFA classrooms, and students in the upper half of the distribution perform better.
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