In 2010, Teach For America (TFA) launched a major expansion effort, funded in part by a five-year Investing in Innovation scale-up grant from the U.S. Department of Education. To examine the effectiveness of TFA elementary school teachers in the second year of the scale-up, we recruited thirty-six schools from ten states and randomly assigned students in participating schools to a class taught by a TFA teacher or a class taught by a comparison teacher. We then gathered data on student achievement and surveyed teachers on their educational background, preparation for teaching, and teaching experience. The TFA teachers in the study schools had substantially less teaching experience than comparison teachers but were more likely to have graduated from a selective college. Overall, TFA and comparison teachers in the study were similarly effective in teaching both reading and math. TFA teachers in early elementary classrooms (grades 2 and below), however, were more effective than comparison teachers: TFA teachers in prekindergarten through grade 2 had a positive, statistically significant effect of 0.12 standard deviations on students’ reading achievement, and TFA teachers in grades 1 and 2 had a positive, marginally significant effect of 0.16 standard deviations on student math achievement.

中文翻译：

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“为美国兵团教书”是否还能提高学生的学习成绩？来自美国扩大规模教学的随机对照试验的证据

2010年，美国教学（TFA）启动了一项重大的扩展计划，部分由美国教育部提供了为期五年的“投资创新”扩大资助。为了考察TFA小学教师在扩大第二年的有效性，我们从十个州招募了36所学校，并随机分配参与学校的学生参加由TFA老师教授的班级或比较班老师。然后，我们收集了有关学生成绩的数据，并对教师的教育背景，教学准备和教学经验进行了调查。与比较型教师相比，研究型学校的TFA教师的教学经验要少得多，但更有可能毕业于一所选择的大学。总体，研究中的TFA和比较教师在阅读和数学教学方面同样有效。然而，早期小学教室（2年级及以下）中的TFA教师要比比较教师更有效：从幼儿园到2年级的TFA教师对学生的阅读成绩有0.12个标准差的积极的，统计学上显着的影响，而TFA老师在1年级和2年级对学生的数学成绩有0.16个标准偏差的积极影响，在边际上有显着影响。