The Heart of Our Work
A college degree is the clearest path to opportunity in our country, yet for more than 16 million kids growing up in poverty, the odds of getting one are less than 1 in 10. Building a stronger public education system will take leadership by individuals from every walk of life and in every professional sector who understand from firsthand experience that education opens doors that would otherwise be locked tight. Teach For America is one source of such leaders.
We look for high-achieving college graduates and professionals with a passion for social justice and accelerate their path into the teaching profession. They dedicate at least two years to teaching in an urban or rural public school, an experience that fuels lifelong leadership and advocacy for students and families in low-income communities. Research affirms the value of our approach in the short and long term, but we know we must keep getting better to ensure that the students we teach today are the leaders of tomorrow.
10 Questions People Ask Us
Who do we recruit?
We seek professionals and recent graduates from a wide variety of backgrounds and career interests who have demonstrated a commitment to social justice and the leadership necessary to teach successfully for at least two years in a high-need school. Our current corps members represent more than 800 colleges and universities.
How diverse is our teacher corps?
Diversity is one of our core values. Half of the 2014 corps identify as people of color; 47 percent come from a low-income background; 34 percent are the first in their family to attend college; and 1 in 3 come to the corps from graduate school or with prior professional experience. We’re dedicated to doing as much as we can to ensure that teaching is a financially sustainable option for a diverse and effective teaching force.
Is our training and support model effective?
Research says we’re on the right track, and we’re committed to getting even better. Between 2009 and 2013, statewide studies in North Carolina, Tennessee, and Louisiana concluded that TFA is among each state’s top teacher-preparation programs. The vast majority of principals who work with corps members say they would hire another. Hundreds of corps members and alumni have been honored as teachers of the year by their school, district, county, or state, including the 2014 Arkansas Teacher of the Year; the 2013 teachers of the year in California and Washington, D.C.; and the 2005 National Teacher of the Year.
Do corps members take jobs from veteran teachers?
TFA is one source of candidates for open teaching positions. Corps members do not have special contracts with schools or districts. They apply for open jobs, and they go through the same interview and hiring process as any candidate. Our approach is to bring the best possible people into the field, but no one is obligated to hire our teachers.
Do we create a revolving door of teachers?
TFA teachers stay in the classroom during the first two years at a high rate: 88% of our first-year teachers return for a second year. Retention among all teachers has been growing in recent years, and we’re excited to see the collective progress being made. We believe still more can be done by all of us to keep effective teachers in under-resourced schools and hard-to-staff positions, no matter which path they have taken to the classroom.
How do we determine the corps size for a region?
Each year, regional teams work with our partners in school districts and charter schools to understand their hiring needs for the upcoming year. In any region in a given year, corps size may grow, shrink, or remain the same. Our goal is to provide quality teachers where they are most needed. In the 2013-14 school year, we reduced corps sizes in one-third of our regions, and in other regions grew depending on the needs of local districts and principals.
How do we spend our money?
We spend about $51,400 per corps member over three years, starting with the recruitment year. That breaks down to $16,400 to recruit and select each new teacher; $7,000 to train each new teacher; and $14,000 in professional development during each of their first two years in the classroom. We spend 10% of our annual budget on fundraising (on par with other nonprofits) and 10% on administrative expenses (lower than other nonprofits). These allocations have earned us 12 consecutive top ratings from Charity Navigator.
Why do we fundraise when it seems that our existing funds are adequate?
Like most nonprofits, we need to raise money continually in order to fulfill our mission and see fundraising as one way to invest communities in our work. Our program serves 10,600 active classroom teachers and 37,000 alumni, and involves hundreds of thousands of applicants each year. Our net assets include money we don't yet have (like future grant commitments and anticipated donations), assets we cannot spend (like computers and office furniture), and an endowment that generates investment income to support operations. Consistent with standard accounting practices, we keep cash reserves on hand to cover, at a minimum, three months of expenses.
Do we prefer charter over traditional public schools?
No, we do not prefer any one mode of school governance. In fact, about twice as many corps members work in district schools as in charters. We do believe that school leaders need autonomy to exercise leadership, and we applaud efforts to support that leadership in charters and districts alike.
Is our funding mostly from corporate philanthropists?
Corporate philanthropy (i.e. donations from for-profit corporate entities) made up only 10 percent of our total revenue in the 2014 fiscal year. In the broader category of private donors—including individuals, private foundations, private trusts, and corporations—no single donor represented more than 6 percent of our total revenue.