A growing body of rigorous independent research shows that Teach For America corps members and alumni are as effective in promoting student academic achievement as other comparably experienced teachers in the same schools. Research also shows corps members are sometimes more effective among certain age groups and subjects.
These findings, among several other key takeaways from research conducted on Teach For America, have led us to refine our practices and seek out additional research to further strengthen our approach.
We have compiled information from all relevant external research into an eight part “What The Research Says” series. These documents, linked below, provide brief overviews of how our practices have evolved over the years and our reflections on the topics.
Please read our common questions document for insight into common questios about our mission and impact.
What The Research Says
In addition to studying the development and impact of newer initiatives around special education, early childhood education, and STEM (science, technology, engineering, and math), Teach For America’s Research Partnerships team engages with researchers and evaluators to interrogate the following assertions:
Teach For America is a continuously improving organization.
Teach For America provides a lens on the importance of selectivity.
Corps members and alumni bend the opportunity curve for low-income children, directly and indirectly.
Corps members, alumni, and staff show fidelity to the mission—to eliminate educational inequity—in patterns of service among institutions serving low-income children.
Corps members and alumni pursue ambitious opportunities to lead at scale.
- In identity and practice, corps members, alumni, and staff embody the notion that diversity among those serving low-income children matters.