| Description: |
Paul T. Decker, Daniel P. Mayer, and Steven Glazerman conducted a study,
reported in 2004, of the performance of Teach for America teachers as compared to
controls, in high-poverty rural and urban schools in several locations. The study
compared the mathematics and reading achievement of students of Teach for America
teachers and other teachers in the selected schools. An unusual feature for this type of
study was that students were randomly assigned to classrooms, removing much of the
doubt that often exists about the effect of student and other characteristics on the results.
The authors found that students of Teach for America teachers were slightly more
proficient in mathematics than those of controls, but that there was no difference in
reading achievement. |
