TEACH FIRST 

The careers of Teach First Ambassadors who remain in teaching: job choices, promotion and school quality
A 2016 quasi-experimental study of Teach First finds that Teach First teachers are more likely to become educational leaders compared to other teachers from alternative certification programs in the UK. Teach First teachers who remain in the classroom after their second year are twice as likely to continue working in low-income communities compared to alternatively certified teachers.
Rebecca Allen, Meenakshi Parmeshwaran, and Philip Nye (2016)

TEACH FOR AMERICA

The Impact of Voluntary Youth Service on Future Outcomes: Evidence from Teach For America
A 2015 Harvard University study found that Teach For America strengthens participants’ conviction that children from low-income backgrounds can compete academically with children from more affluent backgrounds; intensifies their belief that the achievement gap is solvable; and increases the likelihood that they will pursue a career in the education sector.
Will Dobbie and Roland G. Fryer, Jr. (2015) Harvard University

Impacts on Mindsets/Perceptions of Teach For America Corps Members
A quasi-experimental study of Teach For America finds its program significantly impacts corps members’ perceptions of disadvantaged communities. Compared to similar applicants who did not participate in the program, Teach For Aamerica alumni exhibit less class-based and racial resentment, an increased identification with disadvantaged minorities, and higher agreement on how systemic injustice affects educational and other social outcomes. The study was published in the American Political Science Review and received the Best Paper award from the American Political Science Association in 2018.
Cecilia Mo and Katherine Conn (2018) “When Do the Advantaged See the Disadvantages of Others? A Quasi-Experimental Study of National Service.” American Political Science Review, 1-21. doi:10.1017/S0003055418000412

Impacts on Women’s Political Ambition
Teach For America female alumni are, on average, 10 percentage points more likely to be interested in running for political office and six percentage points more likely to participate in political campaigns. The effects are particularly stronger for women of color who were 22.7 percentage points more likely to pursue a political office. The researchers argue that Teach For America helps to expose women to systemic issues affecting educational equity and helps integrate women in networks that help foster continued civic participation.
Cecilia Hyunjung Mo, Katharine M. Conn & Georgia Anderson-Nilsson (2019) Youth national service and women's political ambition: the case of Teach For America, Politics, Groups, and Identities, 7:4, 864-877, DOI: 10.1080/21565503.2019.1630288  

Impacts on Alumni Beliefs and Educational Policy Preferences
Teach For America alumni are significantly more likely to believe that widespread social injustices and disparities are the primary causes of income-based differences in student academic performance. When evaluating educational policies to address these differences, the study found that Teach For America alumni were no more likely, and at times less likely, than non-participants to recommend various ‘politically-charged’ policy levers—including school choice policies, Common Core standards, and teacher merit pay—as effective policy instruments. Instead, Teach For America’s former participants favored more investments in early childhood education and school-based services for low-income children, as well as increased efforts to elevate the status of the teaching profession. Moreover, Teach For America alumni were more likely to believe in the potential of teachers to affect positive change in student outcomes, and expressed more confidence in the notion that income-based educational opportunity gap is a solvable problem.
Conn, Katherine, Virginia Lovison, and Cecilia Mo. 2019. “What is the Effect of Teaching in Underserved Schools on Beliefs About Education Inequality? Evidence from Teach For America”

TEACH FOR AUSTRIA, TEACH FOR BULGARIA, IESPEJAMA MISIJA (LATVIA), TEACH FOR ROMANIA, AND EMPIEZA POR EDUCAR (SPAIN)

NEWTT – A New Way For New Talents in Teaching – Evidence of Teach For All Participant Mindsets and Skills to be Effective Teachers
The external and independent impact evaluation of NEWTT is a collection of two-year evaluations of five Teach For All partner organizations in Europe—Empieza por Educar (Basque Country of Spain), Iespejama Misija – Mission Possible (Latvia), Teach For Austria, Teach For Bulgaria, and Teach For Romania—on teacher development. The report demonstrates that, overall, Teach For All network partner participants are as prepared as, if not more prepared than, traditionally trained teachers before entering the classroom. Furthermore, over the course of two years, the project participants developed as much self-efficacy and pedagogical knowledge as teachers trained in traditional training programs.
 Prof. Hermann J. Abs, Eva Anderson-Park, and Dr. Stefanie Morgenroth. (2019) “Recruiting and Preparing Alternative Teachers: A European Policy Experiment in Education” Universitat- Duisburg Essen