Making a difference? The effects of Teach For America in high school

Zeyu Xu, Jane Hannaway and Colin Taylor

Journal of Policy Analysis and Management, 2011, vol. 30, issue 3, 447-469

Abstract: Teach For America (TFA) selects and places graduates from the most competitive colleges as teachers in the lowest‐performing schools in the country. This paper is the first study that examines TFA effects in high school. We use rich longitudinal data from North Carolina and estimate TFA effects through cross‐subject student and school fixed effects models. We find that TFA teachers tend to have a positive effect on high school student test scores relative to non‐TFA teachers, including those who are certified in field. Such effects offset or exceed the impact of additional years of experience and are particularly strong in science. © 2011 by the Association for Public Policy Analysis and Management.

Date: 2011
References: Add references at CitEc
Citations: View citations in EconPapers (13)

Downloads: (external link)
http://hdl.handle.net/

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:wly:jpamgt:v:30:y:2011:i:3:p:447-469

Access Statistics for this article

More articles in Journal of Policy Analysis and Management from John Wiley & Sons, Ltd.
Bibliographic data for series maintained by Wiley Content Delivery ().