The effect of Teach for America on the distribution of student achievement in primary school: Evidence from a randomized experiment
Heather Antecol, The Robert Day School of Economics and Finance, Claremont McKenna College, United States ; Ozkan Eren, Department of Economics, Louisiana State University, Business Education Complex, United States ; Serkan Ozbeklik, The Robert Day School of Economics and Finance, Claremont McKenna College, United States
Economics of Education Review Volume 37, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd
Using data from a randomized experiment and fixed effect quantile regression (FEQR), we examine the effects of having a TFA teacher on test scores across the entire achievement distribution of primary school students in disadvantaged neighborhoods. While we generally find that TFA teachers neither help nor hurt students in terms of reading test scores, we find positive and statistically significant effects of TFA across the math achievement distribution for the full sample and the effects are fairly uniform. We find a similar distributional effect of TFA within student gender, although the FEQR estimates for female students are two to three times larger than for male students. We also find that there is evidence of heterogeneity in the effects of TFA for Hispanic and black students and for students taught by novice teachers. Finally, we find that the effect of TFA is homogeneous across the math achievement distribution irrespective of certification type.
Antecol, H., Eren, O. & Ozbeklik, S. (2013). The effect of Teach for America on the distribution of student achievement in primary school: Evidence from a randomized experiment. Economics of Education Review, 37(1), 113-125. Elsevier Ltd.