Teach For America (TFA) is a nationwide program dedicated to recruiting, selecting, and training new leaders to teach in high-need schools. By developing and supporting equity-oriented leaders, TFA aims to transform education and expand opportunity for all children. With nearly 70,000 leaders in its network, TFA partners with educators, policymakers, and communities to help students meet key educational milestones that put them on the path to college and life success.
Over the years, TFA has evolved its program model to better meet the needs of students and communities. By 2005, TFA developed the Teaching As Leadership framework for Corps Members (CMs) and received research support validating its effectiveness. Between 2000 and 2010, TFA expanded its centralized model, achieving notable successes in student learning outcomes.
In the early 2010s, the organization shifted to a decentralized approach, focusing more on regional programming to foster community-specific innovations. In the late 2010s, TFA introduced the Theory of Leadership and prioritized financial efficiency, further refining its strategy to enhance impact.
Most recently, TFA has shifted focus from the individual to the network and collective leadership and centered its approach on the participants—CMs and alumni—to deliver a high-quality program that adapts to the changing educational landscape, especially in response to challenges such as the COVID-19 pandemic.
The goal of this meta-analysis is to synthesize the effects of TFA teachers on student achievement across 23 studies spanning 24 years. It aims to explore how these effects vary by study design, TFA CM and/or alumni status, grade level, and time period. This analysis will provide valuable insights into the effectiveness of TFA’s evolving program and its impact on student outcomes, guiding future strategic decisions to enhance educational equity nationwide.
The meta-analysis included 23 studies that examined the impacts of TFA teachers on student achievement.Twenty studies contributed 36 ELA outcomes, 22 studies contributed 36 math outcomes, and 5 studies contributed 5 science outcomes.
Results
- Based on the average effect and overall variation, the probability that a random TFA intervention effect has a positive impact on ELA achievement is 50%.
- The probability that a random TFA intervention effect has a positive impact on math achievement is 74%.
- The probability that a random TFA intervention effect has a positive impact on science achievement is 99.98%.
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