Teach For America (TFA) is a nonprofit organization whose stated mission is to "enlist, develop, and mobilize as many as possible of our nation's most promising future leaders to grow and strengthen the movement for educational equity and excellence."[2]
The organization aims to accomplish this by recruiting and selecting college graduates from top universities around the United States to serve as teachers. The selected members, known as "corps members," commit to teaching for at least two years in a public or public charter K–12 school in one of the 52 low-income communities that the organization serves.[3]
Since the first corps was established in 1990, more than 42,000 corps members have completed their commitment to Teach For America.[4] In September 2015, the organization reached a milestone of 50,000 corps members and alumni, who have collectively taught more than 5 million students across the nation.[5]
In January 2011, Wendy Kopp released her second book, A Chance To Make History, which outlines what she has learned over the last twenty years working in American education.[6]
Approach
Three Teach For America corps members at the 2008 Houston institute.
Teach For America recruits recent college graduates and professionals to teach for two years in urban and rural communities throughout the United States. The goal of Teach For America is for its corps members to make both a short-term and long-term impact by leading their students to reach their full potential and becoming lifelong leaders for educational equity. Corps members do not have to be certified teachers, although certified teachers may apply. Uncertified corps members receive alternative certification through coursework taken while completing the program.[7]
All corps members are required to attend an intensive summer training program to prepare for their commitment. Details vary by region, but typically include a five-day regional introduction, a five to seven week residential institute, including teaching summer school, and one to two weeks of regional orientation.[8]
Teach For America teachers are placed in public schools in urban areas such as New York City, Chicago, Detroit, New Orleans, and Houston, as well as in rural places such as eastern North Carolina and the Mississippi Delta. They then serve for two years and are usually placed in schools with other Teach For America corps members.
Teach For America teachers are full-fledged faculty members at their schools, receiving the normal school district salary and benefits as well as a modest AmeriCorps "education voucher" (which can be used to pay for credentialing courses, cover previous student loans or fund further education during or after the two-year commitment). They do not automatically join a union, but are not prohibited from doing so. They may join union strikes even if they are not union members, at the cost of losing pay.[9]
Retention
In 2015, Teach For America reported that 88% of its first-year teachers had returned for a second year. The organization also reported that more than 11,000 of its more than 37,000 alumni at the time were still teaching and that further, 65% of its alumni were working full-time in the field of education.
Additionally, the organization reported that 84% of its alumni were working full-time in roles impacting education or low-income communities.[10] This includes more than 900 school leaders, more than 100 elected union leaders, and 250 school system leaders.
Geographical reach
Teach For America's geographical impact has grown significantly since its foundation. Originally serving only six regions, Teach For America was active in 52 regions as of the 2015–16 school year.
For the 2016 application season, five regions were classified as "High Priority Regions," or regions with an urgent need for corps members. The five regions are: the Las Vegas Valley, Oklahoma, Mississippi, Eastern North Carolina, and Northeast Ohio (the Cleveland area).
Evaluation
Classroom led by a Teach For America corps member during the 2008 Houston institute
Since the founding of the organization, several independent studies have been conducted to gauge the effectiveness of Teach For America corps members relative to teachers who entered the teaching profession via other channels.
A 2015 Mathematica Policy Research study found that Teach For America teachers produce 1.3 months of extra reading gains in pre-K through second grade classrooms when compared to non-TFA teachers in the same elementary schools. The same study also found that Teach For America teachers across 10 states are as effective as other teachers in math and reading.[11]
A study by the Calder Center and the American Institutes for Research found that Teach For America teachers provide students in Miami with the equivalent of three additional months of math instruction, based on analyses of test scores from state-mandated tests.[12]
The Harvard Strategic Data Project found in 2012 that Teach For America teachers in the Los Angeles Unified School District produce 1-2 extra months of English and math learning outcomes relative to the gains produced by other novice teachers.[13]
Studies in North Carolina and Tennessee suggest that Teach For America is the most effective source of new teachers in the two states, based on student achievement across subjects and grade levels.[14][15]
In a study by the Urban Institute and the Calder Center in March 2008, published in the Journal of Public Policy and Management, the authors found "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 exceed the impact of additional years of experience and are particularly strong in math and science."[16]
Another study by Mathematica in 2013 found that students of Teach For America teachers in eight states learn 2.6 more months of secondary math compared with students taught by non-TFA teachers.[17]
A study conducted by Georgia's Department of Audits and Accounts in 2015 found that about 85 percent of the students taught by Teach For America beginning teachers met or exceeded the state's standards compared to 70-74 percent of those in the classes of traditional certified, rookie teachers. Only 77 percent of veteran teachers saw the same achievement in their students. The study countered the long-held belief that the organization's five-week training led to poor student outcomes.[18]
According to an independent study by Policy Studies Associates in 2011, almost 90% of principals who work with Teach For America teachers reported high levels of satisfaction with Teach For America and noted that corps members are rated as effective as, and in some cases more effective than, veteran faculty in their schools. Additionally, 87% of principals said Teach For America corps members’ training is at least as effective as the training of other beginning teachers, and 53% found corps members’ training to be more effective.[19]
Teach For America won the largest grant of nearly 1,700 applications to the U.S. Department of Education's Investing in Innovation (i3) grant competition in 2010. The 13 scale-up grants required applicants to provide demonstrated evidence of success through objective, methodologically sound studies (e.g., experimental and quasi-experimental research designs) of student achievement.[20][21]
A 2018 study in the American Political Science Review found that advantaged individuals who teach as part of TFA "adopt beliefs that are closer to those of disadvantaged Americans" as a result of their TFA participation.[22]
Criticism
Teach For America has been criticized by opponents who claim the program replaces experienced teachers with brand-new employees who have had only five weeks of training during the summer, and whom are brought in at beginners' salary levels.[23] This criticism applies to the vast majority of new Teach For America teachers, though a small percentage may have some previous experience in education or advanced degrees. Teach for America has responded to critics of its training program by introducing a new program that encourages juniors at undergraduate universities to complete education courses in their senior year before setting foot in the classroom.[24]
Teachers' unions regularly critique the organization, which they see as undermining the professionalization of the education sector by bringing in temporary amateurs to fill positions traditionally reserved for certified professionals. John Wilson, executive director of the National Education Association, sent a memo in May 2009 stating that union leaders were "beginning to see school systems lay off teachers and then hire Teach For America college grads due to a contract they signed." Wilson went on to say that Teach For America brings in "the least-prepared and the least-experienced teachers" into low-income schools and makes them "the teacher of record".[25]
USA Today reported that in March 2009, Peter Gorman, the superintendent of Charlotte-Mecklenburg, North Carolina schools told board members that because of a commitment made to the program, 100 Teach For America teachers would be retained in spite of the fact that hundreds of other non-Teach For America teachers in the district would be laid off. However, Teach For America spokeswoman Kerci Marcello Stroud says it would be a mistaken notion to say that Teach For America corps members are displacing experienced teachers. "In every region where we send teachers, we're just one source," she says. "Once they land, corps members must interview for jobs just like everyone else."[25]
Critics of Teach For America have also cited the results of Mathematica Policy Research's 2004 study as an indication of Teach For America's lack of efficacy (see Educational Impact). These critics claim that while the study shows that students taught by Teach For America teachers perform better in mathematics than those taught by non-Teach For America teachers, the improvement is very small, and that furthermore there is no difference in reading performance between the two groups.[25]
A 2010 article published by Campus Progress suggested that "TFA’s breakneck training course leaves TFA teachers—or 'corps members,' as they’re called—with insufficient classroom experience, before throwing them headfirst into some of the most disadvantaged school districts in the country."[26]
Deborah Appleman, a professor of Educational Studies at Carleton College, wrote in a 2009 editorial for the Minneapolis Star-Tribune that "[i]mplicit in Teach for America's approach is the insidious assumption that anyone who knows a subject and is willing to be with kids can teach – with little training." She also challenged TFA's "elitist" structure. "The story of TFA becomes a kind of master narrative, a story of heroic and altruistic young people that focuses much more squarely on them than it does on the lives of the children they are committed to serve. There is an elitist overtone to the structure of TFA, a belief that the best and the brightest can make a difference in the lives of children who are less fortunate, even when they are not professionally prepared to do so."[27]
Kopp said in a Seattle radio appearance in 2001 that outsiders often misunderstand the function of TFA. “We’re a leadership development organization, not a teaching organization,” she said. “I think if you don’t understand that, of course it’s easy to tear the whole thing apart.” Critics claim this comment shows TFA exists more to advance the career of its recruits than of the students it claims to help.[28]
Teach For America Counter-Narratives: Alumni Speak Up and Speak Out (Peter Lang, 2015), edited by T. Jameson Brewer and Kathleen deMarrais, was the first official collection of critical alumni voices. Each chapter of the book, written by TFA alumni, sheds light on the organization. With critical narratives covering the entire span of TFA's 25 years of operations, the chapters are organized into three broad categories: (1) TFA's Recruitment, Training, and Support Structure; (2) TFA's Approach to Diversity; and (3) TFA's Approach to Criticism and Critics.
In February 2019, over 300 TFA Alumni signed a letter objecting to the organization putting pressure on young teachers to cross the picket line during the Oakland teachers' strike. Because TFA corps members are often AmeriCorps members, and striking is a prohibited activity for AmeriCorps members, TFA educators risked losing their AmeriCorps award if they went on strike.[29]
Organizational growth
Teach For America has witnessed sustained growth over the course of the past two decades. The chart below reflects this growth by highlighting the changes in various performance indicators.[30][31][32]
°FY 2013 was a shortened fiscal year as Teach For America shifted to a fiscal year based on the school year. FY 2013 began January 10, 2012, and ended May 31, 2013. Beginning in FY 2014, the fiscal year began June 1 and concluded May 31 of the following year
Acceptance rate
In 2013, the organization received its largest applicant pool to date, with 57,000 people applying to the program. The organization selected approximately 6,000 of the applicants, making its acceptance rate less than 11 percent, the most selective corps in its history.[38] Between 2008 and 2013, acceptance rates hovered around 11-15 percent.[39]
Between 2014 and 2015, the organization maintained a 15 percent acceptance rate despite dropping application numbers.[40]
Receipt of philanthropic funds
Teach for America lists many of its significant contributors on its website. The list includes foundations, individuals, corporations, and public and investor categories.
Among the biggest donors to the organization are the Walton Family Foundation, which has donated to TFA since 1993.[41] In November 2015 the Walton Family Foundation announced a gift to TFA of $50 million over three years to support recruitment efforts and professional development for 4,000 new teachers across the country.[42]
Arthur and Toni Rembe Rock are listed as Champion Donors on the organization's website, having donated more than $5 million.[43] The organization's annual Social Innovation Award is named in their honor. The Arthur & Toni Rembe Rock Social Innovation Award is open to current TFA corps members and alumni. Winners receive $100,000 to build education-focused social ventures.[44]
In 2011, the Eli and Edythe Broad Foundation was the first philanthropic organization to commit to the endowment fund with a pledge of $25 million and called upon other funders to match this figure. Three additional philanthropic donors—the Laura and John Arnold Foundation, the Robertson Foundation, and Steve Mandel—stepped up and each provided $25 million in matching funds.[45]
Publications
Teaching as Leadership
Teaching as Leadership cover
Teaching As Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap ( ISBN0470432861) is a book by Steven Farr, Chief Knowledge Office at Teach For America, published by Jossey Bass in 2010. The book outlines six principles that Farr believes will help teachers become leaders within the classroom, in particular, classrooms in low-income communities.[46]
In Childhood Education, Joey Estes says "This book, while focusing on low-income, high-need schools and classrooms, offers a unique and candid look at the people who are successfully making a huge difference in the lives of under-served students every day."[47]
A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence, or virtue, via the practice of teaching.
Teachers College, Columbia University (TC) is the graduate school of education of Columbia University, a private research university in New York City. Founded in 1887, Teachers College has served as one of the official Faculties and the Department of Education of Columbia University since 1898. It is the oldest and largest graduate school of education in the United States.
Technology education or tech ed is the study of technology, in which students "learn about the processes and knowledge related to technology". As a field of study, it covers the human's ability to shape and change the physical world to meet needs, by manipulating materials and tools with techniques. It addresses the disconnect between wide usage and the lack of knowledge about technical components of technologies used and how to fix them. This emergent discipline seeks to contribute to the learners' overall scientific and technological literacy, and technacy.
A teacher-librarian or school librarian or school library media specialist (SLMS) is a certified librarian who also has training in teaching.
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
Wendy Sue Kopp is the CEO and co-founder of Teach For All, a global network of independent nonprofit organizations working to expand educational opportunity in their own countries and the Founder of Teach For America (TFA), a national teaching corps.
The Mississippi Teacher Corps (MTC) is a two-year alternate route teaching program that recruits college graduates to teach in critical-need areas of Mississippi. As of May 2017, 569 participants have graduated from the program. Upon completion of the program, participants receive a Master of Arts degree in Curriculum and Instruction from the University of Mississippi.
Teacher Corps, whose correct title was the National Teacher Corps, was a program established by the United States Congress in the Higher Education Act of 1965 to improve elementary and secondary teaching in predominantly low-income areas.
Linda Darling-Hammond is an American academic who is the Charles E. Ducommun Professor of Education Emeritus at the Stanford Graduate School of Education. She was also the President and CEO of the Learning Policy Institute. She is author or editor of more than 25 books and more than 500 articles on education policy and practice. Her work focuses on school restructuring, teacher education, and educational equity. She was education advisor to Barack Obama's 2008 presidential campaign and was reportedly among candidates for United States Secretary of Education in the Obama administration.
The American Board for Certification of Teacher Excellence, often referred to as the American Board, was launched with a $5 million federal grant from the U.S. Department of Education in 2001. The non-partisan, non-profit organization's mission is to certify subject experts, experienced professionals, career changers, and military veterans as teachers and was endorsed by U.S. Education Secretary Rod Paige. Shawn Arévalo McCollough serves as the President and Chief Executive Officer.
Teach For India (TFI) is a non-profit founded by Shaheen Mistri in 2009. It is a part of the Teach For All network. Teach For India runs a two-year Fellowship and supports an Alumni movement. The Fellowship recruits college graduates and working professionals to serve as full-time teachers in low-income schools for two years. The mission of Teach For India is “one day all children will attain an excellent education.”
Teach For All is a global network of 61 independent, locally led and funded partner organizations whose stated shared mission is to "expand educational opportunity around the world by increasing and accelerating the impact of social enterprises that are cultivating the leadership necessary for change." Each partner aims to recruit and develop diverse graduates and professionals to exert leadership through two-year commitments to teach in their nations' high-need classrooms and lifelong commitments to expand opportunity for children. The organization was founded in 2007 by Wendy Kopp and Brett Wigdortz. Teach For All works to accelerate partners' progress and increase their impact by capturing and sharing knowledge, facilitating network connections, provisioning global resources, and fostering leadership development of staff, teachers, and alumni.
Kevin S. Huffman is an American lawyer and education administrator who was the Commissioner of the Tennessee Department of Education. He was appointed to the position by Tennessee Governor Bill Haslam and served from April 2011 to January 2015. Prior to his work at the Tennessee Department of Education, Huffman held a senior management position in Teach for America and had worked as an attorney specializing in education.
The Marquette University College of Education is one of the primary colleges at Marquette University, located in Milwaukee, Wisconsin. The college oversees curricula related to the training of current and future educators, offering both undergraduate- and graduate-level courses and degrees.
The College of Education is one of 15 colleges at The Pennsylvania State University, located in University Park, PA. It houses the departments of Curriculum and Instruction, Education Policy Studies, Learning and Performance Systems, and Educational Psychology, Counseling, and Special Education. Almost 2,300 undergraduate students, and nearly 1,000 graduate students are enrolled in its 7 undergraduate and 16 graduate degree programs. The college is housed in four buildings: Chambers, Rackley, Keller, and CEDAR Buildings.
Elisa Villanueva Beard is the CEO of Teach For America (TFA), a nonprofit organization dedicated to improving educational outcomes for low-income students across America. Villanueva Beard began her education career as a 1998 corps member of TFA, teaching first and second grade bilingual education.
Teach For America Counter-Narratives: Alumni Speak Up and Speak Out (ISBN 1433128764) is an edited book containing 20 counter-narratives about Teach For America (TFA). The volume was edited by T. Jameson Brewer and Kathleen deMarrais and was published by Peter Lang in June 2015.
Teaching English as a second (TESL) or foreign language (TEFL) and Teaching English to speakers of other languages (TESOL) are terms that refer to teaching English to students whose first language is not English. The terms TEFL, TESL, and TESOL distinguish between a class's location and student population, and have become problematic due to their lack of clarity. TEFL refers to English-language programs conducted in countries where English is not the primary language, and may be taught at a language school or by a tutor. For some jobs, the minimum TEFL requirement is a 100-hour course; the 120-hour course is recommended, however, since it may lead to higher-paid teaching positions. TEFL teachers may be native or non-native speakers of English.
Inclusive Classroom is a term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically. It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. In the United States, the Rehabilitation Act of 1973 guaranteed civil rights to disabled people, though inclusion of disabled students progressed slowly until the No Child Left Behind Act of 2001, after which almost half of US students with disabilities were soon in general classrooms.
Teach For Australia is a not-for-profit organisation which aims to address educational inequity in Australia. The organisation’s Leadership Development Program recruits "university-educated high achievers" to the classroom as teachers, placing them in eligible partner schools serving low socioeconomic communities for two years. Program participants earn a Masters-level degree in teaching during the two-year program, allowing them to continue to work in school settings following the completion of their placement.
↑ "ML locals join Teach for America's 25th anniversary corps". The Almanac. September 2, 2015. Retrieved December 23, 2015. These women join a network of 50,000 corps members and alumni working alongside parents, principals and communities for positive change.
↑ Jones, Walter (December 10, 2015). "Teach for America gets better results than colleges". Online Athens. Athens Banner -erald. Retrieved December 23, 2015. Some critics warned shortcutting teacher preparation would lead to poor classroom results. This study suggests that's not the case.
↑ Estes, Joey (2012). "Teaching as Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap". Childhood Education. 88 (6): 406 – via Gale Academic OneFile.
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