STUDENT OUTCOMES
Research from across the Teach For All network investigates the impact of our partners in developing teacher leaders who advance student learning alongside student leadership. Evidence from studies in a number of countries demonstrates that students taught by network teachers gain the equivalent of 2-5 additional months learning progress in foundational literacy and maths compared to students taught by non-network teachers . Other studies are pioneering research on how to best improve and measure student social and emotional learning outcomes. The following are examples of this research:
Student Outcomes
ENSEÑA CHILE
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 PERÚ
Impact Evaluation of Enseña Perú on Students’ Academic Results
A new independent, quasi-experimental study by the Universidad del Pacífico demonstrates that Enseña Perú participants had positive effects on student academic learning (an equivalent of 0.345 standard deviations, a sizeable impact compared to most interventions as measured through national exams ECE in reading and mathematics from 2012 through 2018. The results also demonstrate that Enseña Perú's collaborative effort with private and public actors called Efecto Ancash produced an even greater effect on students' academic learning in reading and math (on average 0.437 standard deviations) in the Ancash region. The effects are sizeable impacts relative to results from studies on various interventions where 0.2 standard deviations is considered large (MIT-JPAL, 2014).
Pablo Lavado and Renzo Guzmán (2020). Universidad del Pacífico
Read the report in Spanish
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
TEACH FIRST
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.
TEACH FOR NIGERIA
Teach For Nigeria’s Impact on Whole Child Outcomes
First year results from a two-year quasi-experimental study evaluate the impact of Teach For Nigeria fellows on whole child development in the classroom and school community. With more than 5000 students surveyed from more than 80 schools in the first year of this study, the evaluation demonstrates that the TFN program was successful in improving academic achievement: students in classrooms taught by TFN fellows scored approximately .11 standard deviations higher in mathematics and .07 standard deviations higher in literacy. These findings may be interpreted as corresponding to between 2-3 months of additional learning progress in literacy and 2-5 months of additional learning progress in mathematics compared to students in the comparison group. The qualitative insights indicate parent and peer teachers’ perceptions of progress in terms of student behavior and socio-emotional development, for instance that Teach For Nigeria fellows foster a growth-orientation among students towards learning and greater diligence toward their schoolwork. Moreover, according to qualitative evidence, students’ general sense of respect for others and self-confidence improved. Additional data will be collected at the end of the 2023 academic year among the schools participating in this study to learn more about the two-year effect of fellows in fostering environments that contribute to whole child development.
Kata Mihaly, Jonathan D. Schewig, Elaine L. Wang, and Sabrina Lee (2022) “Teach For Nigeria Evaluation: First Year Report on Impact and Qualitative Study Findings” RAND Corporation
Program Performance & Delivery
TEACH FIRST
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.
Teacher Leadership Development
TEACH FOR ALL
The Global Teacher and Teacher Coach Study is our global research team’s first effort to pilot applied research to learn about how to best support teachers as they explore theTeaching as a Collective Leadership (TACL) framework and consider how to develop student leadership. Using data from 48 initial teachers and 24 teacher coaches from 10 different network partners, the study explored the extent to which teachers develop mindsets aligned with collective leadership, and what kinds of classroom strategies they engage in as a result of exposure to the TACL model. We test two different delivery methods of the TACL framework: a series of workshops between teachers and their teacher coaches and a second intervention to provide virtual instructions on how to use the TACL framework and resources. We find that teachers’ mindsets are highly aligned to TACL before the study, and teachers build even stronger positive mindsets after exposure to the TACL framework. The study concludes these mindset shifts are likely driven by more frequent opportunities to connect with other teachers about their teaching practice and more regular reflection with their coaches. Observational data demonstrates that teachers in both treatment and comparison groups are engaging in several instructional strategies that foster student and teacher peer relationships
Teach For All (2022) Global Teacher and Teacher Coach Study
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
TEACH FOR BULGARIA
Teach For Bulgaria Final Evaluation Report: 2018-2019
Evidence from the mixed-methods impact evaluation of Teach For Bulgaria suggests that the program effectively develops participants to implement teacher actions and behaviors related to effective teaching. This external study conducted by Research and Evaluation International investigates the unique classroom practices of Teach For Bulgaria and a comparison group of teachers, as well as measure the growth of student socioemotional skills within Teach For Bulgaria and non-Teach For Bulgaria classrooms. Overall, the report demonstrates the effectiveness of the program in developing teacher skills and abilities, complementing the results from the New Ways for New Talent into Teaching (NEWTT) study in 2019, and provides insight into the necessary conditions for student socioemotional skills development.
Kershner, K., Schmidt, E., and Angelova, R. (2019) “Teach For Bulgaria Final Evaluation Report: 2018-2019” Research and Evaluation International