Tag Archives: Teach for America

After Two Years in Teach For America, What’s Next? (Part 2 of 2)

Last week I wrote about the impact Teach For America corps members have on student learning, noting that the evidence is largely positive. The second part of Teach For America’s theory of change—which states that alumni will become leaders in the movement to end educational inequity—is equally important. Teach For America has always thought about this two-part theory of change as a balancing act, investing in measuring immediate progress within the classroom alongside how many alumni are active as education leaders. But this second metric is much more difficult to measure.

In light of how quickly Teach For America has grown, understanding how the organization measures alumni impact takes on even greater importance. As of 2014 there were over 37,000 alumni, or more than three times the number of corps members.

Source: Teach For America internal data via 2014 Bellwether Education report Continue reading

What Can Scaling Organizations Learn From Teach For America? It All Starts With Your Theory of Change

Earlier this week, Bellwether released a new report on the history of Teach For America’s growth over the past 15 years and the lessons for other scaling organizations. Over the next few weeks, I’m going to be sharing some of those lessons here on the blog.

The first lesson scaling organizations should take from Teach For America’s experience: Know Your Theory of Change.

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Does Teach For America Have an Impact on Student Learning? What the Research Says (Part 1 of 2)

What impact has Teach For America had on student learning and achievement? Has its rapid growth over the past 15 years weakened its impact? Yesterday Bellwether released a report that seeks to answer these and other important questions on Teach For America’s scale, which has been unprecedented in the social sector. In this blog post, I’ll dive into what the research says on corps members’ instructional impact on students. In the next post of this two-part series, I’ll explore Teach For America’s long-term vision and how the organization thinks about its alumni impact.

Overall, the evidence of Teach For America’s impact on student learning is positive: On average, corps members produce better results in math than other teachers and comparable results in reading. Importantly, there is little evidence to suggest that Teach For America’s rapid growth has weakened corps members’ effectiveness in the classroom.

Mathematica Policy Research, an independent social policy research firm (disclosure: I previously worked at Mathematica), has conducted two national randomized controlled trials—the gold standard for evaluating public policies and programs—to assess Teach For America’s impact on student achievement. In these studies students within the same school and grade were randomly assigned to either Teach For America corps members or comparison teachers (both beginning and more experienced ones). This type of study design ensures that differences in student learning reflect differences in teacher effectiveness—and not pre-existing student gaps prior to the start of the study.

Both Mathematica studies showed that Teach For America corps members teaching math produce better results than their peers, including veteran teachers: Continue reading

What Teach For America Learned Over the Past 15 Years

Today, Bellwether is releasing a new report on the history and lessons of Teach For America’s growth over the past 15 years. The report, which draws from hundreds of internal Teach For America documents and historic data, as well as interviews with more than 40 current and former Teach For America staff and stakeholders, is the first in-depth, comprehensive look at how Teach For America grew over the past decade, the opportunities and challenges it faced, and the strategies it adopted in response, Although we had unprecedented access to Teach For America data and staff, the conclusions and analysis are our own. Here are four of the main takeaways from this report:

  1. Teach For America grew a LOT. Over the past 15 years, the number of Teach For America corps members increased nearly 10-fold and the number of alumni rose even faster. Teach For America grew at double-digit rates every year from 2005-2012, with annual growth of more than 20 percent from 2007-2011.
  2. While growing, Teach For America placed an equal emphasis on improving quality. Teach for America didn’t just seek to grow in scale, it also worked to increase the impact of its corps members and alumni, by continuously improving corps member recruitment, selection, training, and support, as well as support for alumni to build careers in education.
  3. Although Teach For America has achieved great successes, it’s also faced challenges and made mistakes as it has grown. Between 2000 and 2010, Teach For America had to figure out how to effectively structure a multi-region national organization, recruit and retain talent (including diverse staff), and improve the quality of its programs. In recent years, it has grappled with an increasingly complex political environment. At times, it’s made mistakes. But it’s learned from those mistakes.
  4. Other organizations can also learn from Teach For America’s experience. Based on our extensive experience supporting education organizations that seek to scale their impact, we know that the questions Teach For America faced as it grew are common to scaling organizations–and that many of these organizations can learn from Teach For America’s strategies–as well as its mistakes.

Over the next few weeks I’ll be sharing more of the lessons of that work. In the meantime, please check out the report here.

Enter the Young: Six City-Level Strategies to Harness Critical Talent for Education Reform (Part 3 of 3)

In my last two posts I cited a new report by Joe Cortright at City Observatory that describes an increase in the number of young and educated workers moving to America’s inner-cities over the last decade, the upside of this trend, and dangers of gentrification and segregation that it could bring. All in all, I think there’s a huge opportunity for city and education leaders to attract and retain young and educated workers in their city’s urban education reform movement while honoring long-time residents.

How might they do this? Here are six strategies they can employ:

  • Make your city a magnet. Macro-level demographic shifts emerge from millions of individuals making decisions. For college graduates, cities with good public transportation, walkable neighborhoods, diversity, culture, professional sports teams, and nightlife are important. Richard Florida has complementary posts on this here and here. In many cities, these attributes exist but aren’t known widely. Take entrepreneurial activity in Baltimore or the art scene in Detroit as examples. In these cases, there’s an opportunity for intermediary organizations and city governments to launch aggressive recruitment campaigns that highlight their assets. Where these urban assets aren’t present, education leaders should team up with city and business leaders to create policies that invest in walkability, affordable housing, nightlife, and entrepreneurial opportunity as a long-term talent strategy.
  • Source local talent and recapture diasporans. The focus of this series has been on young educated professionals moving into the inner city at a rapid rate, but every city has native talent and natives who’ve moved away. To create a talent strategy only around newcomers would be incomplete and insulting to a city’s long-time residents. State, cities, and universities could work together to market the professional and social benefits of living in inner cities to college juniors and seniors. Kansas provided loan forgiveness to recent college grads if they moved to rural areas. Why can’t states do the same for inner cities? Organizations like Challenge Detroit that run programs to identify native talent and provide them with career advancing opportunities can help establish local talent pipelines. Another valuable segment to pursue is diasporans, people from a city who have left, but still have an affinity for their hometown. Recapturing diasporans would likely take the form of marketing in targeted geographies coupled aggressive, high-touch recruiting from local organizations, and incentives like relocation stipends or loan forgiveness.
  • Build pipelines. Having talent pipeline organizations with expertise recruiting young professionals from across the country is critical. Teach for America, TNTP, New Leaders, Education Pioneers, The Strategic Data Project, and the Broad Residency are musts. The immediate benefit of having a steady stream of top talent is clear: organizations get skilled workers to execute their mission. But there’s more to it. When nationally recognized organizations put down roots in a city, it also signals to top-shelf school operators looking to expand that there will be enough quality principals and teachers to fuel their schools. City and education leaders should look to recruit such organizations, curry local support for their expansion, lower any barriers to entry, and fund startup costs to ensure a successful launch.
  • Introduce the neighbors.  Urban planner and blogger, Pete Saunders sees bringing these two populations together as an opportunity to introduce vital social, professional, and housing networks to low-income communities that need them. “Doing so, however, requires engagement by city newcomers in the neighborhoods they move into, and the companies they work for, in ways perhaps they had not imagined.” He has some great ideas on this; read them here. But it’s not a one-way street. Inner city communities can also help bridge differences that they might have with their neighbors by providing opportunities for newcomers to learn about local history in engaging, age-appropriate ways. For millennials, civic center lectures and walking history tours aren’t going to cut it. Instead, think along the lines of Nerd Nite where people give funny, alcohol-fueled, informative lectures at bars. Smart, compelling local media coverage like this and this, social media campaigns like Humans of New York, and public art installations can raise awareness as well. It’s likelier that someone will protect what is good and unique about a place if provided compelling opportunities to learn about its history.
  • Catch and DON’T release. Retaining young talent after they’ve migrated is an equally important but often neglected part of a long-term talent strategy. At the organization level, education organizations must strive to be talent-ready by building truly diverse teams as well as providing competitive compensation, autonomy, career development opportunities, recognition, effective management, and work-life balance – factors shown to increase retention. At the system level, local foundations and intermediaries must create a local ecosystem teeming with high-quality organizations so that young and highly mobile workers don’t feel constrained by a lack of options and flee to another city. Policy can play a role here too. Cities and states can offer incentives to individuals working for education organizations, such as low-interest home loans and student loan forgiveness.
  • Double down on dramatic reform efforts. As young professional age, start families, and look to put down roots, their desires shift from an active nightlife scene to things like single-family homes, open space, convenience, and (of course) schools. A looming question exists around whether there will be enough high-performing inner city schools to keep them from fleeing to the suburbs, what Mike Petrilli calls the diverse schools dilemma. Education reform is rarely considered a talent strategy, but access to good schools is a driving factor for relocation decisions which reinforces the importance of dramatic, swift, and cost effective city-wide reform efforts. Cities must work across all three sectors – district, charter, and private – to create a common vision for a dynamic system of schools and aggressively pursue strategies that deliver results quickly and cost efficiently.

In a country where the population of tier two and three cities fluctuate wildly over time, these tactics can help smaller cities compete in the war for talent and distinguish themselves from the rest.

I opened this series with a lyric from the song Enter the Young by The Association because it expresses a combination of energy, optimism, intelligence, caring, and daring that can invigorate urban education reform. It’s easy to envision deep racial and economic divides resulting from this trend, but that doesn’t make it inevitable. The work in front of us is to proactively mitigate risks and maximize benefits to urban communities through policy, planning, and practice.

But the influx of young, educated talent moving into America’s inner cities is a trend. And like all trends, it will change over time so acting on it with urgency is important. I’m convinced that coordinated policies, creativity, and a vigilant stance toward equity can capture this vital demographic and integrate them into communities so there’s mutual benefit.