ERIC Number: ED496298
Record Type: Non-Journal
Publication Date: 2004-Aug
Quality in the Classroom: How Does Teach For America Measure Up? Issue Brief #1
Decker, Paul; Mayer, Daniel; Glazerman, Steven
Mathematica Policy Research, Inc.
This four-page issue brief summarizes findings from Mathematica's evaluation of Teach For America. The researchers found that TFA teachers outperformed non-TFA teachers in the same schools in math and achieved the same results in reading. However, TFA teachers also reported greater challenges in managing their classrooms. TFA and non-TFA teachers had very different educational and teacher preparation backgrounds, with TFA teachers generally coming from more competitive undergraduate backgrounds but with less formal teacher training. However, non-TFA teachers came from a diversity of backgrounds and preparation, with many entering the profession without substantial teacher training. (Contains 2 figures.)
Descriptors: Teacher Education, Educational Quality, Comparative Analysis, Teacher Competencies, Teaching Skills, Mathematics Instruction, Reading Instruction, Classroom Techniques, Student Behavior, Behavior Modification, Summer Programs, Program Effectiveness
Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: email@example.com; Web site: http://www.mathematica-mpr.com/publications/
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Smith Richardson Foundation, Inc., Greensboro, NC.; William and Flora Hewlett Foundation, Palo Alto, CA.; Carnegie Corp. of New York, NY.
Authoring Institution: Mathematica Policy Research, Princeton, NJ.