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ERIC Number: EJ1106497
Record Type: Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
EISSN: N/A
Teaching for All? Teach for America's Effects across the Distribution of Student Achievement
Penner, Emily K.
Journal of Research on Educational Effectiveness, v9 n3 p259-282 2016
This article examines the effect of Teach For America (TFA) on the distribution of student achievement in elementary school. It extends previous research by estimating quantile treatment effects (QTE) to examine how student achievement in TFA and non-TFA classrooms differs across the broader distribution of student achievement. It also updates prior distributional work on TFA by correcting for previously unidentified missing data and estimating unconditional rather than conditional QTE. Consistent with previous findings, results reveal a positive impact of TFA teachers across the distribution of math achievement. In reading, however, relative to veteran non-TFA teachers, students at the bottom of the reading distribution score worse in TFA classrooms, and students in the upper half of the distribution perform better.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: California (Los Angeles); Illinois (Chicago); Louisiana (New Orleans); Maryland (Baltimore); Mississippi; Texas (Houston)
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills
Grant or Contract Numbers: P01HD065704