Teaching for All? Teach For America's Effects Across the Distribution of Student Achievement

Journal of Research on Educational Effectiveness

Volumn 9, Issue 3, 2016, Pages 259-282

  Penner, Emily K ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

quantile treatment effects; student achievement; Teach For America

Indexed keywords

EID: 84975453066     PISSN: 19345747     EISSN: 19345739     Source Type: Journal    
DOI: 10.1080/19345747.2016.1164779     Document Type: Article

References (75)

1. J.D.Angrist,, S.M.Dynarski,, T.J.Kane,, P.A.Pathak,, & C.R.Walters, (2010). Inputs and impacts in charter schools: KIPP Lynn. The American Economic Review, 100(2), 239–243.
2. H.Antecol,, O.Eren,, & S.Ozbeklik, (2013). The effect of Teach For America on the distribution of student achievement in primary school: Evidence from a randomized experiment. Economics of Education Review, 37, 113–125.
3. W.Arulampalam,, R.A.Naylor,, & J.Smith, (2012). Am I missing something? The effects of absence from class on student performance. Economics of Education Review, 31(4), 363–375.
4. G.Barahona, (2012). Teach For America announces the schools contributing the most graduates to its 2012 teaching corps (Press release). Retrieved from http://www.teachforamerica.org/sites/default/files/20120905_Press.Release_Top.Contributers.pdf
5. M.P.Bitler,, T.Domina,, E.K.Penner,, & H.Hoynes, (2015). Distributional analysis in educational evaluation: A case study from the New York City voucher program. Journal of Research on Educational Effectiveness, 8(3), 419–450.
6. M.P.Bitler,, J.B.Gelbach,, & H.W.Hoynes, (2006). What mean impacts miss: Distributional effects of welfare reform experiments. The American Economic Review, 96(4), 988–1012.
7. D.Boyd,, E.Dunlop,, H.Lankford,, S.Loeb,, P.Mahler,, R.O'Brien,, & J.Wyckoff, (2012). Alternative certification in the long run: A decade of evidence on the effects of alternative certification in New York City. Presented at the 37th Annual Meeting of the Association of Education Policy and Finance, Boston, MA. Retrieved from http://www.aefpweb.org/sites/default/files/webform/Alternative%20Certification%20in%20the%20Long%20Run%20AEFP13Jan2012.pdf
8. D.J.Boyd,, P.Grossman,, K.Hammerness,, H.Lankford,, S.Loeb,, M.Ronfeldt,, & J.Wyckoff, (2012). Recruiting effective math teachers: Evidence from New York City. American Educational Research Journal, 49(6), 1008–1047.
9. D.J.Boyd,, P.Grossman,, H.Lankford,, S.Loeb,, & J.Wyckoff, (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy,1-2, 176–216.
10. D.J.Boyd,, P.L.Grossman,, H.Lankford,, S.Loeb,, & J.Wyckoff, (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416–440.
11. D.J.Boyd,, H.Lankford,, S.Loeb,, & J.Wyckoff, (2005). Explaining the short careers of high-achieving teachers in schools with low-performing students. The American Economic Review, 95(2), 166–171.
12. I.A.Canay, (2011). A simple approach to quantile regression for panel data. The Econometrics Journal, 14(3), 368–386.
13. J.M.Carroll, (2013). The brutal reality of the New Orleans education experiment. Retrieved from http://www.huffingtonpost.com/jamie-m-carroll/the-brutal-reality-of-the_b_8077332.html
14. R.Chetty,, J.N.Friedman,, N.Hilger,, E.Saez,, D.W.Schanzenbach,, & D.Yagan, (2011). How does your kindergarten classroom affect your earnings? Evidence from Project Star. The Quarterly Journal of Economics, 126(4), 1593–1660.
15. M.A.Clark,, H.S.Chiang,, T.Silva,, S.McConnell,, K.Sonnenfeld,, A.Erbe,, & M.Puma, (2013). The effectiveness of secondary math teachers from Teach For America and the Teaching Fellows programs (NCEE 2013-4015). Retrieved from http://ies.ed.gov/ncee/pubs/20134015/pdf/20134015.pdf
16. M.A.Clark,, E.Isenberg,, A.Y.Liu,, L.Makowsky,, & M.Zukiewicz, (2015). Assessing the effectiveness of Teach For America's investing in innovation scale-up. Princeton, NJ: Mathematica Policy Research.
17. L.Darling-Hammond,, D.J.Brewer,, S.J.Gatlin,, & J.Vasquez Heilig, (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1–42.
18. L.Darling-Hammond,, & G.Sykes, (2003). Wanted, A national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives, 11(33). doi: 10.14507/epaa.v11n33.2003
19. P.T.Decker,, D.S.Mayer,, & S.Glazerman, (2004a). The effects of Teach for America on students:Findings from a national evaluation (No. 8792-750). Princeton, NJ: Mathematica Policy Research.
20. P.T.Decker,, D.S.Mayer,, & S.Glazerman, (2004b). Quality in the classroom: How does Teach For America measure up? Washington DC: Mathematica Policy Research.
21. M.L.Donaldson,, & S.M.Johnson, (2010). The price of misassignment: The role of teaching assignments in Teach For America teachers’ exit from low-income schools and the teaching profession. Educational Evaluation and Policy Analysis, 32(2), 299–323.
22. M.L.Donaldson,, & S.M.Johnson, (2011). Teach For America teachers: How long do they teach? Why do they leave? Phi Delta Kappan, 93(2), 47–51.
23. G.J.Duncan,, & D.L.Vandell, (2011). Understanding variation in the impacts of human capital interventions on children and youth (Working Paper). Irvine, CA: Irvine Network on Interventions in Development.
24. S.Firpo, (2007). Efficient semiparametric estimation of quantile treatment effects. Econometrica, 75(1), 259–276.
25. S.Firpo,, N.M.Fortin,, & T.Lemieux, (2009). Unconditional quantile regressions. Econometrica, 77(3), 953–973.
26. D.Foote, (2009). Relentless pursuit: A year in the trenches with Teach For America. New York, NY: Vintage Books.
27. M.Frölich,, & B.Melly, (2013). Unconditional quantile treatment effects under endogeneity. Journal of Business & Economic Statistics, 31(3), 346–357.
28. A.F.Galvao, (2011). Quantile regression for dynamic panel data with fixed effects. Journal of Econometrics, 164(1), 142–157.
29. S.Glazerman,, & M.Grinder, (2004). Mathematica Teach For America evaluation public use documentation. Washington, DC: Mathematica Policy Research.
30. S.Glazerman,, D.Mayer,, & P.Decker, (2006). Alternative routes to teaching: The impacts of Teach For America on student achievement and other outcomes. Journal of Policy Analysis and Management, 25(1), 75–96.
31. S.Glazerman,, A.Protik,, B.Teh,, J.Bruch,, & J.Max, (2013). Transfer incentives for high-performing teachers: Final results from a multisite randomized experiment. Washington, DC: Mathematica Policy Research.
32. D.Goldstein, (2013, September 10). TFA teachers perform well in a new study—But teacher experience still matters [Blog post]. Retrieved from http://www.danagoldstein.net/dana_goldstein/2013/09/tfa-teachers-perform-well-in-a-new-study-but-teacher-experience-still-matters.html
33. M.Hansen,, B.Backes,, V.Brady,, & Z.Xu, (2014). Examining spillover effects from TeachForAmerica corps members in Miami-Dade County Public Schools (Working Paper No. 113). Washington, DC: CALDER.
34. E.A.Hanushek,, J.F.Kain,, & S.G.Rivkin, (2004). Why public schools lose teachers. Journal of Human Resources, 39(2), 326–354.
35. G.T.Henry,, K.C.Bastian,, C.K.Fortner,, D.C.Kershaw,, K.M.Purtell,, C.L.Thompson,, & R.A.Zulli, (2014). Teacher preparation policies and their effects on student achievement. Education, 9(3), 264–303.
36. G.T.Henry,, K.M.Purtell,, K.C.Bastian,, C.K.Fortner,, C.L.Thompson,, S.L.Campbell,, & K.M.Patterson, (2014). The effects of teacher entry portals on student achievement. Journal of Teacher Education, 65(1), 7–23.
37. G.T.Henry,, C.T.Thompson,, K.C.Bastian,, C.K.Fortner,, D.C.Kershaw,, K.M.Purtell,, & R.A.Zulli, (2010). Portal report: Teacher preparation and student test scores in North Carolina. Chapel Hill, NC: Carolina Institute for Public Policy, The University of North Carolina at Chapel Hill.
38. M.Higgins,, W.Robison,, J.Weiner,, & F.Hess, (2011). Creating a corps of change agents: What explains the success of Teach For America? Education Next, 11(3), 18–25.
39. H.D.Hoover,, S.B.Dunbar,, & D.A.Frisbie, (2007). Iowa tests of basic skills (ITBS). Rolling Meadows, IL: Riverside Publishing.
40. R.M.Ingersoll, (2004). Why do high-poverty schools have difficulty staffing their classrooms with qualified teachers? (Renewing Our Schools, Securing Our Future: A National Task Force on Public Education). Washington, DC: Center for American Progress, Institute for America's Future.
41. E.Isenberg,, J.Max,, P.Gleason,, L.Potamites,, R.Santillano,, H.Hock,, & M.Hansen, (2014). Access to effective teaching for disadvantaged students: Executive summary (NCEE 2014-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
42. E.Jackson,, & M.E.Page, (2013). Estimating the distributional effects of education reforms: A look at Project STAR. Economics of Education Review, 32, 92–103.
43. T.Kane,, J.Rockoff,, & D.O.Staiger, (2008). What does teacher certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615–631.
44. A.Killewald,, & J.Bearak, (2014). Is the motherhood penalty larger for low-wage women? A comment on quantile regression. American Sociological Review, 79(2), 350–357.
45. R.Koenker, (2004). Quantile regression for longitudinal data. Journal of Multivariate Analysis, 91(1), 74–89.
46. W.Kopp, (2011). One day, all children (3rd ed.). Cambridge, MA: Public Affairs.
47. A.B.Krueger, (1999). Experimental estimates of education production functions. The Quarterly Journal of Economics, 114(2), 497–532.
48. I.Laczko-Kerr,, & D.C.Berliner, (2002). The effectiveness of “Teach for America” and other under-certified teachers on student academic achievement: A case of harmful public policy. Education Policy Analysis Archives, 10(37). Retrieved from http://epaa.asu.edu/epaa/v10n37/
49. C.Lamarche, (2007). Voucher program incentives and schooling performance in Colombia: A quantile regression for panel-data approach (Working paper). Norman: University of Oklahoma.
50. H.M.Levin, (1968). The failure of the public schools and the free market remedy. The Urban Review, 2(7), 32–37.
51. D.Matthews, (2013, September 10). Teach For America is a deeply divisive program. It also works. Retrieved from http://www.washingtonpost.com/blogs/wonkblog/wp/2013/09/10/teach-for-america-is-a-deeply-divisive-program-it-also-works/
52. B.Miner, (2010). Looking past the spin: Teach For America. Rethinking Schools Online, 24(3). Retrieved from http://www.rethinkingschools.org/archive/24_03/24_03_TFA.shtml
53. G.H.Noell,, & K.A.Gansle, (2009). Technical report: Teach For America teachers’ contribution to student achievement in Louisiana in grades 4–9: 2004–2005 to 2006–2007. Baton Rouge: Louisiana State University.
54. N.A.Paufler,, & A.Amrein-Beardsley, (2014). The random assignment of students into elementary classrooms: Implications for value-added analyses and interpretations. American Educational Research Journal, 51(2), 328–362.
55. M.Ponomareva, (2011). Identification in quantile regression panel data models with fixed effects and small T. Retrieved from http://www.niu.edu/ponomareva/QRPD-short.pdf
56. Powell, D. (2010). Unconditional quantile treatment effects in the presence of covariates (Working Paper WR-816). RAND.
57. D.Powell, (2015). Does labor supply respond to transitory income? Evidence from the economic stimulus payments of 2008. Retrieved from https://works.bepress.com/david_powell/14/download/
58. D.Powell, (2016). Quantile treatment effects in the presence of covariates. Retrieved from https://works.bepress.com/david_powell/4/download/
59. D.Powell,, M.Baker,, & T.Smith, (2014). Generalized quantile regression in Stata. Retrieved from http://www.stata.com/meeting/boston14/abstracts/materials/boston14_powell.pdf
60. M.Raymond,, S.H.Fletcher,, & J.Luque, (2001). Teach For America: An evaluation of teacher differences and student outcomes in Houston, Texas. Stanford, CA: Center for Research on Education Outcomes.
61. S.F.Reardon, (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In G.J.Duncan & R.J.Murnane (Eds.), Whither opportunity: Rising inequality, schools, and children's life chances (pp. 91–116). New York, NY: Russell Sage Foundation Publications.
62. S.F.Reardon,, & K.Bischoff, (2011). Income inequality and income segregation. American Journal of Sociology, 116(4), 1092–1153.
63. M.Rich, (2015, February 5). Fewer top graduates want to join Teach For America. The New York Times. Retrieved from http://www.nytimes.com/2015/02/06/education/fewer-top-graduates-want-to-join-teach-for-america.html
64. R.PublishingRiverside. (2012). Iowa Tests of Basic Skills (ITBS_ Forms A, B, and C). Retrieved from http://www.riversidepublishing.com/products/itbs/details.html
65. A.Rotherham, (2011, February 20). Teach For America: 5 myths that persist 20 years on. Time Magazine. Retrieved from http://www.time.com/time/nation/article/0,8599,2047211,00.html
66. S.Sawchuk, (2009). Growth model. Education Week, 29(3), 27–29.
67. J.A.Schoeneberger,, K.A.Dever,, & L.Tingle, (2009). Evaluation of Teach For America in Charlotte-Mecklenburg Schools. Charlotte, NC: Center for Research and Evaluation Office of Accountability: Charlotte-Mecklenburg Schools.
68. S.D.ProjectStrategic Data. (2012). SDP human capital diagnostic: Los Angeles Unified School District. Retrieved from http://www.thesupportnetwork.net/HarvardReport.pdf
69. R.Straubhaar,, & M.Gottfried, (2014). Who joins Teach For America and why? Insights into the “typical” recruit in an urban school district. Education and Urban Society. Advance online publication. doi:10.1177/0013124514541463
70. T.F.AmericaTeach For. (2015). What the research says—Teach For America. Retrieved from https://www.teachforamerica.org/our-organization/research
71. H.M.Turner,, D.Goodman,, E.Adachi,, J.Brite,, & L.Decker, (2012). Evaluation of TeachForAmerica in Texas schools. San Antonio, TX: Edvance Research.
72. B.T.Veltri, (2010). Learning on other people's kids: Becoming a Teach For America teacher. Charlotte, NC: Information Age Publishing.
73. A.Ware,, R.J.LaTurner,, J.Parsons,, A.Okulicz-Kozaryn,, M.Garland,, & K.Klopfenstein, (2011). Teacher preparation programs and Teach For America research study. Dallas, TX: Education Research Center, University of Texas.
74. J.Woodward,, & J.Baxter, (1997). The effects of an innovative approach to mathematics on academically low-achieving students in mainstreamed settings. Exceptional Children, 63, 373–388.
75. Z.Xu,, J.Hannaway,, & C.Taylor, (2011). Making a difference? The effects of Teach For America in high school. Journal of Policy Analysis and Management, 30(3), 447–469.