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ERIC Number: ED627997
Record Type: Non-Journal
Publication Date: 2023-Jan
Pages: 34
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Persistent Teach for America Effects on Student Test and Non-Test Academic Outcomes. Working Paper No. 277-0123
Backes, Ben; Hansen, Michael
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
This paper examines the impact of Teach For America (TFA) on following-year student test and non-test outcomes in Miami-Dade County Public Schools. This paper measures the extent to which exposure to TFA is followed by improved student outcomes in the future. In particular, this paper measures days missed due to absences or suspensions, course grades in each core subject, and progression in math courses. We find that students taught by TFA math teachers go on to have higher grades in math courses in the following year and are less likely to miss school due to being absent or suspended. However, while students in TFA classrooms score higher on math and ELA assessments in a given year, these test score gains fade out by the following year.
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: John S. and James L. Knight Foundation
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Identifiers - Location: Florida
Grant or Contract Numbers: N/A