Addressing Teacher Shortages in Disadvantaged Schools: Lessons from Two Institute of Education Sciences Studies

NCEE Evaluation Brief
Publisher: Washington, DC: U.S. Department of Education, Institute for Education Sciences, National Center for Education Evaluation and Regional Assistance
Sep 10, 2013
Melissa Clark, Sheena McConnell, Jill Constantine, and Hanley Chiang
Recent studies from the Institute of Education Sciences evaluated teachers who entered teaching via two highly selective alternative routes—Teach For America and the Teaching Fellows programs—and less selective alternative routes that accept nearly all applicants. Elementary school students taught by teachers from less selective alternative routes had similar test scores to their peers taught by teachers from traditional routes, as did students of secondary math teachers from Teaching Fellows programs. Students of secondary math teachers from Teach For America outperformed their peers taught by teachers from traditional routes by 0.06 standard deviations, or the equivalent of an additional 2.2 months of school.