The Effects of Teach For America on Students: Findings from a National Evaluation

By P. Decker, Daniel P. Mayer, S. Glazerman. 2004

351 citations recorded by the source corpus.

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Citations in the corpus

Teacher Incentives and Student Achievement: Evidence from New York City Public Schools (2011, unknown): “[12] Decker, Paul T.”
Racial Inequality in the 21st Century: The Declining Significance of Discrimination. NBER Working Paper No. 16256. (2010, unknown): “51Interventions in education often have larger impacts on math scores compared to reading or ELA scores (Decker, Mayer, and Glazerman, 2004; Rockoff, 2004; Jacob, 2005).”
The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. CEDR Working Paper No. 2011-2.0. (2013, background): “…and non-experimental research on Teach for America (TFA) — probably the best-known alternative route into the classroom — suggests TFA teachers compare favorably, in terms of student achievement, with other teachers in schools which employ TFA members (Decker et al. 2004; Xu et al. 2007).”
The value added by teacher education (2008, methodology): “The third study of TFA recruits was an experiment in which students within each grade level and school were randomly assigned to either a TFA teacher or another teacher (Decker et al., 2004).”
Searching for Effective Teachers with Imperfect Information (2010, background): “For example, several studies have estimated the impact of novice teachers recruited under the Teach for America (TFA) program (Decker et al. (2004), Boyd et al.”
Experimenting With Teacher Professional Development: Motives and Methods (2008, background): “For example, in their evaluation of Teach for America (TFA), Decker, Mayer, and Glazerman (2004) randomly assigned students to TFA teachers and to other newly assigned novice teachers.”
Mapping the terrain: Teach For America, charter school reform, and corporate sponsorship (2014, background): “…http://dx.doi.org/10.1080/02680939.2014.880812 prepares teachers to have immediate and significant positive effects on their student performance (Decker, Mayer, and Glazerman 2004; Xu, Hannaway, and Taylor 2011), while others challenge this research methodology (Kovacs and Slate-Young 2013)…”
Alternative Routes to Teaching: The Impacts of Teach For America on Student Achievement and Other Outcomes (2006, methodology): “Using data from the TFA program, we compared the race/ethnicity, gender, and competitiveness of the college attended by the TFA corps members who participated in 2000 to 2002 (see Decker, Mayer, & Glazerman, 2004 ), and had the characteristics one would expect of a participant in the program.”