Friday, March 23, 2012

Larry Sand weighs in


Larry Sand also weighs in on this:

On its website, SEA does its best to "inform" the public by posting nine reasons to oppose Teach for America's intrusion into Seattle Public Schools.

For example, they say that TFA grads are not qualified and should be made to undergo traditional educational school training. But anyone who has set foot in an ed school knows that is ridiculous. I wrote about the problems with ed schools here, and Walter Williams, in a follow up to my piece, referred to ed schools in America as "the academic slums of most any college. American education can benefit from slum removal." (He's right. I became a better teacher after I forgot everything I learned in two wasted years getting my required teaching credential at Cal State Los Angeles.)

Another stated reason for the union's desire to get rid of TFA is that its teachers "do not stay in the classroom." But according to a recent Harvard study,

43.6 percent of TFA corps members voluntarily remained in their initial low-income placement schools for more than two years and 14.8 percent stayed in those placements for more than four years.

• 60.5 percent voluntarily remained in the teaching profession for more than two years and 35.5 percent stayed in teaching for more than four years.

The union then goes on to say that TFA does not improve student achievement. However, Liv Finne, Educational Director of Washington Policy Center, in testimony before the Seattle School Board on March 7, made the point that studies have consistently shown that TFA teachers are indeed highly successful. A few examples:

"The Effects of Teach for America on Students" (Mathematica Policy Research, 2004). Using random assignment of students to teachers, the gold standard for research methodology, this national study found that students of Teach for America teachers made more progress in a year in both reading and math than would typically be expected, and attained significantly greater gains in math compared with students of other teachers, including veteran and certified teachers. (Bold added.) This study also found that Teach for America teachers were working in the highest-need classrooms in the country, with students beginning the year on average at the 14% percentile against the national norm.

Tennessee: "Teacher State Report Card on Teacher Effectiveness" (Tennessee Comprehensive Assessment Program, 2011). The study found that Teach for America is the top teacher preparation program in the state of Tennessee: the average Teach for America teacher had greater impact on student achievement than the average new 4th – 8th grade teacher in Tennessee. (Bold added.)

North Carolina: "Impacts of Teacher Preparation on Student Test Scores in North Carolina: Teacher Portals" (Gary Henry and Charles Thompson 2010). Teach for America teachers did as well as or better than traditionally prepared UNC graduates. (Bold added.)

• Louisiana: "Louisiana Value-Added Teacher Preparation Assessment Study (Louisiana Practitioner Teacher Project, 2009) Teach for America teachers perform like veteran certified teachers, better than new traditionally trained teachers. (Bold added.)

(For more TFA myth busting, read Andrew Rotherham's excellent "Teach for America: 5 Myths That Persist 20 years On")

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