One of the greatest challenges faced by school leaders across the United States is the recruitment of high-quality educators, and many programs have been developed to address this problem. This study evaluates one such program. We evaluate the Arkansas Teacher Corps (ATC), an alternative teacher certification program that places teachers in high-needs schools in Arkansas. We measure teacher effectiveness through classroom observations and student surveys. We form our comparison group by matching ATC Fellows with 1-2 similar teachers in the same school who were not certified through ATC. We use multivariate regression to examine differences between ATC Fellows and comparison teachers on multiple dimensions of teaching. Students rate ATC teachers as significantly more effective on teacher-student relationships in class, teacher-student relationships out of class, and class engagement. Third-party observers detect no significant differences.