A Teach For Lebanon Classroom
A critical new source of talented teachers
With support from Teach For All, the network’s partner organizations around the world have launched their social enterprises; recruited several cohorts of teaching participants; hosted pre-service training institutes; placed participants in high-need classrooms throughout their countries; and conducted ongoing professional development for their teachers. Click here to read more.
Positive impact on student achievement
Teach For All partners aspire to provide teachers who have a measurable, significant impact on student achievement. As the two programs in the network with enough history to enable rigorous, independent studies of impact, Teach For America and Teach First can provide evidence of this model's potential impact. The most rigorous independent studies include:
Teach For America’s impact on student achievement
The most rigorous study on participant impact on student achievement was released in 2004 by Mathematica Policy Research, a leading research firm. Utilizing research methodology widely regarded as the gold standard, researchers randomly assigned students to the classrooms of participants or other new and veteran teachers at the same grade levels and schools, and these students took a norm-referenced test (the Iowa Basic Skills Test) at the beginning and end of the year. The study found that students of Teach For America participants:
The Urban Institute’s CALDER Research Center conducted a study of the impact of Teach For America participants on high school students entitled Making a Difference? The Effects of Teach for America in High School. The study found that Teach For America corps members were, on average, more effective than non-Teach For America teachers in all subject areas, and especially in math and science. That was true even when Teach For America teachers were compared with experienced and fully certified teachers. These findings were confirmed in a 2009 update of the study, which employed a larger sample of corps members and additional comparison groups. In all cases, the positive impact of having a Teach For America teacher was two or three times that of having a teacher with three or more years of experience relative to a new teacher. Read the full study >>
Teach First’s impact in schools
The University of Manchester’s Maximum Impact Evaluation, released in October 2010, provides compelling evidence that Teach First has a positive impact on schools in challenging circumstances. A number of key questions were developed to inform the approach, which covered participants’ impact in the school, through their classroom practice, leadership qualities and impact on school-level achievement. The evaluation of achievement data involved 174 schools – 87 employing Teach First teachers and 87 comparable non-Teach First schools. This aspect of the study found that that schools in challenging circumstances which employ Teach First teachers have seen a statistically significant improvement in their GCSE (General Certificate of Secondary Education) results and that the greater the number of Teach First teachers in the school, the better the school performed. Read the full report >>
Teach First's impact on teacher training
The United Kingdom’s Teach First received the highest grade possible from Ofsted (the Office for Standards in Education, Children's Services and Skills) for its initial teacher training program. Read the full report >>
Enseña Chile’s impact on students
A study conducted by the Inter-American Development Bank in 2009 suggests that Enseña Chile teachers had a greater impact on student test scores, self-esteem, self-efficacy, and meta-cognitive abilities than non-Enseña Chile teachers from a representative control group. While this is a preliminary study that includes a small sample size from the organization’s first cohort, the results suggest a positive early impact of the Enseña Chile program. Read the full report >>
With support from Teach For All, the network’s partner organizations around the world have launched their social enterprises; recruited several cohorts of teaching participants; hosted pre-service training institutes; placed participants in high-need classrooms throughout their countries; and conducted ongoing professional development for their teachers. Click here to read more.
Positive impact on student achievement
Teach For All partners aspire to provide teachers who have a measurable, significant impact on student achievement. As the two programs in the network with enough history to enable rigorous, independent studies of impact, Teach For America and Teach First can provide evidence of this model's potential impact. The most rigorous independent studies include:
- A gold standard study evaluating the impact of Teach For America teachers in elementary schools
- A methodologically rigorous study of the impact of Teach For America teachers on high school students
- A University of Manchester study evaluating the impact of Teach First on schools in challenging circumstances
- A UK report validating Teach First's initial teacher training program
- A preliminary study from the Inter-American Development Bank suggesting a positive early impact of the Enseña Chile program
Teach For America’s impact on student achievement
The most rigorous study on participant impact on student achievement was released in 2004 by Mathematica Policy Research, a leading research firm. Utilizing research methodology widely regarded as the gold standard, researchers randomly assigned students to the classrooms of participants or other new and veteran teachers at the same grade levels and schools, and these students took a norm-referenced test (the Iowa Basic Skills Test) at the beginning and end of the year. The study found that students of Teach For America participants:
- Make more progress in a year in both reading and math than would typically be expected.
- Attain significantly greater gains in math than the students of other teachers in the study, even when compared to veteran and certified teachers.
- The study also found that participants are working in the highest-need classrooms in the country, where students begin the year on average at the 14th percentile against the national norm. Read the full study >>
The Urban Institute’s CALDER Research Center conducted a study of the impact of Teach For America participants on high school students entitled Making a Difference? The Effects of Teach for America in High School. The study found that Teach For America corps members were, on average, more effective than non-Teach For America teachers in all subject areas, and especially in math and science. That was true even when Teach For America teachers were compared with experienced and fully certified teachers. These findings were confirmed in a 2009 update of the study, which employed a larger sample of corps members and additional comparison groups. In all cases, the positive impact of having a Teach For America teacher was two or three times that of having a teacher with three or more years of experience relative to a new teacher. Read the full study >>
Teach First’s impact in schools
The University of Manchester’s Maximum Impact Evaluation, released in October 2010, provides compelling evidence that Teach First has a positive impact on schools in challenging circumstances. A number of key questions were developed to inform the approach, which covered participants’ impact in the school, through their classroom practice, leadership qualities and impact on school-level achievement. The evaluation of achievement data involved 174 schools – 87 employing Teach First teachers and 87 comparable non-Teach First schools. This aspect of the study found that that schools in challenging circumstances which employ Teach First teachers have seen a statistically significant improvement in their GCSE (General Certificate of Secondary Education) results and that the greater the number of Teach First teachers in the school, the better the school performed. Read the full report >>
Teach First's impact on teacher training
The United Kingdom’s Teach First received the highest grade possible from Ofsted (the Office for Standards in Education, Children's Services and Skills) for its initial teacher training program. Read the full report >>
Enseña Chile’s impact on students
A study conducted by the Inter-American Development Bank in 2009 suggests that Enseña Chile teachers had a greater impact on student test scores, self-esteem, self-efficacy, and meta-cognitive abilities than non-Enseña Chile teachers from a representative control group. While this is a preliminary study that includes a small sample size from the organization’s first cohort, the results suggest a positive early impact of the Enseña Chile program. Read the full report >>