Making a Difference? The Effects of Teach for America in High School. Working Paper 17. Revised.

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Easy in, Easy out (2016, background): “With evidence of greater effectiveness among TFA teachers (Glazerman et al., 2006; Kane et al., 2008; Xu et al., 2011), these studies generally contend Alternatively Certified Teachers’ Turnover Rates”
Getting Value Out of Value-Added: Report of a Workshop (2010, unknown): “Xu, Hannaway, and Taylor (2007) used an adjusted status model (similar to a value-added model but does not use prior test scores) to investigate these criticisms.”
Mapping the terrain: Teach For America, charter school reform, and corporate sponsorship (2014, background): “…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) and otherwise show that TFA’s short…”
The Hidden Costs of Teacher Turnover (2020, background): “Whereas lateral entry and provisionally licensed teachers are typically less effective than fully licensed teachers, TFA teachers may be more effective in the classroom than other teachers with the same levels of experience (e.g., Xu et al., 2011).”