 The effect of Teach for America on the distribution of student achievement in primary school: Evidence from a randomized experimentHeather Antecol, Ozkan Eren and Serkan Ozbeklik Economics of Education Review, 2013, vol. 37, issue C, 113-125 Abstract: Using data from a randomized experiment and fixed effect quantile regression (FEQR), we examine the effects of having a TFA teacher on test scores across the entire achievement distribution of primary school students in disadvantaged neighborhoods. While we generally find that TFA teachers neither help nor hurt students in terms of reading test scores, we find positive and statistically significant effects of TFA across the math achievement distribution for the full sample and the effects are fairly uniform. We find a similar distributional effect of TFA within student gender, although the FEQR estimates for female students are two to three times larger than for male students. We also find that there is evidence of heterogeneity in the effects of TFA for Hispanic and black students and for students taught by novice teachers. Finally, we find that the effect of TFA is homogeneous across the math achievement distribution irrespective of certification type. Keywords: Student achievement; Random assignment; Fixed effect quantile regression (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:37:y:2013:i:c:p:113-125 DOI: 10.1016/j.econedurev.2013.08.004 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.