Schools in London, where Teach First has placed 5,500 teachers since 2003, have moved from being the lowest performing in England, to the highest performing.

In a recent strategy document, the Ministry of Education credited Noored Kooli with making the education system more flexible, innovative and diverse. The former chancellor of the Ministry also credited Noored Kooli with changing the understanding of what is possible among those in the education system.

A 2010 Inter-Ameican Development Bank study suggests a positive correlation between students being taught by Enseña Chile participants and those students' results on Spanish and Math tests, as well as students' self-esteem and self-efficacy.

Working in many of the most isolated rural communities in China; over the last 9 years we’ve grown from a tiny non-profit placing 15 fellows in Yunnan to a leading organisation. We’ve supported over 1,500 fellows and reached over 330,000 students in 220 elementary and middle schools, across five provinces. Here, our CEO & founder, Andrea Pasinetti, introduces stories of our fellows, students, partner schools, parents, local communities and supporters – all of whom are impacted by TFC. Each day our fellows lead students to achieve academic success, revamping libraries, building positive mind-sets to set students up for a brighter future.

Farah Mhanna teaches in a school located within an orphanage. Many of her students’ family members are routinely involved in armed conflict or have been injured or killed by gunfire. After gaining each other's trust, Farah and her students made a video about their lives and experiences.

Alumni and Echoing Green Fellows Justin Matthys and Richard Wilson created MathsPathway, a data-driven Learning & Teaching Model that is more than doubling the average growth rate of Australian students. Since starting in one school in 2013, Maths Pathway is now in 170+ schools, working with almost 2,000 teachers and 35,000 students.

Alumnus Quim Sabria is one of the four founders of EDpuzzle, a video editing and analytics application to help teachers engage students and track progress. EDpuzzle’s vision is that by 2020 every student and teacher will be a “click away” from access to an excellent education in their own language.

Alumnus Emo Kadiyski co-founded Vratsa Software Community in one of the poorest regions of Bulgaria, in order to provide quality technical education through coding courses and events. The company’s mission is to help Vratsa—where Emo grew up—evolve into a regional technology hub.

Closing The Gap is a mentoring program to help high-potential students make the transition to selective universities that was inspired by Teach First's Futures Program.

Teach For Nepal works with people in rural communities not to bring change from the outside, but to build trust locally and understand what communities want to change for themselves.

New Zealand Education Minister Nikki Kaye pledged $5.2 million over the next four years to expand the work of Teach First NZ. “This funding is part of the Government’s drive to strengthen the teaching profession,” said Ms. Kaye.

Enseña por México alumni are leading new innovations in Mexico's education landscape. One alumni organization includes Learning One-to-One, an individualized teacher training program and curriculum tailored to students' interests and skills.

Enseña Ecuador established Voces por la Educación (Voices for Education) to bring education to the forefront of the public agenda by leveraging the voices of students, teachers, and experts. It asks, what would happen if education were a priority for all of the country’s change makers? (Note this video is in Spanish.)

While primary schools in Dhaka can have a student to teacher ratio of 120:1, Teach For Bangladesh is already seeing its students double their progress in English and math.

Participant Killian Simon created a daycare inside his school to provide support for teenage mothers. Although this goes beyond his core work as a teacher, this enables his students to better focus on their education. (Note this article is in French.)

Teach For Armenia participant Rudolf Harutyunyan took a student-centered approach with Mark, a boy with a challenging reputation. Together, Rudolf and Mark helped change how Mark was treated at school, not just in Rudolf's class. Today, Mark has learned to read and write, comes to class prepared, and has started making friends.

The Anseye Pou Ayiti team prioritizes community as the unit of change and the source of solutions. For the team in Haiti, those who have themselves experienced inequity need to be leading the movement to end it.

A participant’s class of students won a competition to show off their work at a large teachers' conference. They worked endlessly in their spare time and cancelled other commitments to do the work because they were so excited about it. The City Council gave them dkr. 20.000 in recognition.

Together with Borys Grinchenko Kyiv University, Teach For Ukraine developed a new pedagogical leadership program that integrates theory and practice, teacher training and leadership training, and that could be scaled in the future.

The stories told by these Vietnamese students illustrate the need for collective leadership that Teach For Vietnam is working to develop. These children have dreams for the future that are limited by financial needs. What if they felt the world was open to them?

Folawe Omikunle, CEO of Teach For Nigeria, is inspired by the hope she sees in communities in Lagos. As the program begins placing teachers there this fall, she believes that the hope will extend to the classroom as children's lives are transformed.

Teach For Afghanistan participant Lima Aman used her own money to purchase a fish to dissect for a lesson on fish anatomy. In addition to being successful with her class, the approach set an example for the school that is leading to more practical instruction in other classrooms.