Persistent Teach for America Effects on Student Test and Non-Test Academic Outcomes. Working Paper No. 277-0123

Autor/inn/en	Backes, Ben; Hansen, Michael
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Persistent Teach for America Effects on Student Test and Non-Test Academic Outcomes. Working Paper No. 277-0123
Quelle	(2023), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Recruitment; Alternative Teacher Certification; Beginning Teachers; Disadvantaged; Low Income; Outcomes of Education; Attendance Patterns; Suspension; Mathematics Achievement; Mathematics Teachers; Language Arts; Academic Achievement; Scores; Elementary Secondary Education; Florida + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Junior teacher; Junglehrer; Niedriglohn; Lernleistung; Schulerfolg; Ausschluss; Schulausschluss; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sprachkultur; Schulleistung
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01