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The effect of Teach for America on the distribution of student achievement in primary school: Evidence from a randomized experiment
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, The Robert Day School of Economics and Finance, Claremont McKenna College, United States ; , Department of Economics, Louisiana State University, Business Education Complex, United States ; , 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

Abstract

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.

Citation

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. Retrieved August 25, 2019 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2013.08.004

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