Estimating the Impact of Placing Top University Graduates in Vulnerable Schools in Chile
A 2010 Inter-American Development Bank study suggests a positive correlation between students being taught by Enseña Chile teachers and those students’ results on Spanish and math tests, as well as students’ non-cognitive abilities, such as self-esteem, self-efficacy, and intellectual and meta-cognitive abilities.
Mariana Alfonso, Ana Santiago, and Mariana Bassi (2010). Inter-American Development Bank
ENSEÑA POR MÉXICO
Impact Evaluation of Enseña por México on Students’ Non-Cognitive Skills
A pioneering impact evaluation of Enseña por México finds participants have a positive impact on the development of students’ socioemotional skills such as self-efficacy, self-management, growth mindset, and social awareness, in addition to creating positive classroom environments for their students. Furthermore, the study shows that students with greater exposure to participants of Enseña por México are more likely to improve in socioemotional skills. Microanalitica, a Mexico City based research firm, used a quasi-experimental evaluation to assess Enseña por México’s participants’ impact on the development of student socioemotional skills over the course of the 2016-17 academic year. The robust sample includes over 25,000 students across four states in Mexico. At the time of publication, the study is the first large-scale impact evaluation of any program on the development of student socioemotional skills in Mexico, and is the first of its kind in the Teach For All network. The findings provide evidence that socioemotional skills are malleable, laying a path of further research to understand how socioemotional learning can be fostered.
Pablo Peña and Armando Chacón (2017). Microanalitica
Department of Quantitative Social Science: Matched panel data estimates of the impact of Teach First on school and departmental performance
In this most recent study, researchers found that General Certificate of Secondary Education (GCSE) students benefited from the presence of a Teach First teacher in their school. The research demonstrated that in years two and three after a Teach First teacher’s introduction into a school there were school-wide gains of approximately 5% of a standard deviation, or a boost of one grade in one of a pupil’s eight best subjects.
Rebecca Allen and Jay Allnutt (2013). Department of Quantitative Social Science, Institute of Education, University of London
TEACH FOR AMERICA
Impacts of Teach For America on Early Grade Student Academic Achievement in Reading
This randomized control trial provides the first rigorous evidence of the impact of Teach For America teachers on early grade student achievement. The study found that, on average, TFA corps members in lower elementary grades (prekindergarten through grade 2) had a positive, statistically significant effect on students’ reading achievement, equivalent to 1.3 additional months of learning, when compared to other teachers in the same schools.
Melissa A. Clark, Eric Isenberg, Albert Y. Liu, Libby Makowsky, and Marykate Zukiewicz (2017). Mathematica Policy Research, Inc.
The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs
In September, 2013, the U.S. Department of Education released the largest and most rigorous study on Teach For America in nearly a decade which concluded that students randomly assigned to corps members’ middle and high school math classrooms advanced an additional 2.6 months per year compared to those assigned to other classrooms—whether they were taught by novices or veterans, and by traditionally or alternatively prepared teachers.
Melissa A. Clark, Hanley S. Chiang, Tim Silva, Sheena McConnell, Kathy Sonnenfeld, and Anastasia Erbe (2013). Mathematica Policy Research, Inc.
Program Performance & Delivery
Leadership Development Programme Inspection Report
In 2016, the Office for Standards in Education (Ofsted), England’s body for school inspections, rated Teach First Leadership Development Programme, outstanding in 41 of 48 categories. The inspectors highlighted the significant impact Teach First are making in collaboration with university partners, schools, headteachers and teachers. Participants were also praised for their readiness and commitment to addressing inequality in education.
Office for Standards in Education (Ofsted) (2016)
TEACH FIRST NZ
Final Independent Process and Performance Evaluation of Teach First New Zealand
The final of three annual performance evaluations of Teach First New Zealand concludes that the program continues to be effectively implemented, and has achieved its overall outcomes and objectives to develop effective participants who lead , and contribute, to reducing educational inequality in New Zealand.
Jenny Whatman, Jo MacDonald, and Eliza Stevens (2017). Ministry of Education New Zealand. NZCER.