We examine how teachers from two alternative preparation programs—Teach for America (TFA) and Kansas City Teacher Residency (KCTR)—contribute to the teacher labor market in and around Kansas City, Missouri. TFA and KCTR teachers are more likely than other teachers to work in charter schools and, more broadly, in schools with more low-income, low-performing, and underrepresented minority (Black and Hispanic) students. Teachers from both programs are more racially/ethnically diverse than the larger local-area teaching workforce, but only KCTR teachers are more diverse than other teachers in the same districts where they work. We estimate value added to achievement for teachers in both programs compared with nonprogram teachers, with the caveat that our KCTR sample for this analysis is small. In math, we find large positive impacts of TFA and KCTR teachers on test score growth; in English language arts also, we estimate positive impacts, but they are smaller.

我们研究了来自两个替代准备计划——为美国而教 (TFA) 和堪萨斯城教师驻地 (KCTR)——的教师如何为密苏里州堪萨斯城及其周边地区的教师劳动力市场做出贡献。TFA 和 KCTR 教师比其他教师更有可能在特许学校工作，更广泛地说，在拥有更多低收入、低绩效和少数族裔（黑人和西班牙裔）学生的学校工作。来自这两个项目的教师在种族/民族方面比当地更大的教学队伍更加多样化，但只有 KCTR 教师比他们工作的同一地区的其他教师更加多样化。与非项目教师相比，我们估计了两个项目中教师的成就附加值，但需要注意的是，我们用于此分析的 KCTR 样本很小。在数学上，我们发现 TFA 和 KCTR 教师对考试成绩增长有很大的积极影响；在英语语言艺术方面，我们估计也有积极影响，但影响较小。