Teach for America (TFA) recruits and selects graduates from some of the top colleges and universities across the country to teach in the nation's most challenging K-12 schools throughout the nation. It began in 1990 with 500 teachers and has since expanded to over 4,000 teacher placements in 2010. In the Journal of Policy Analysis and Management they use individual-level student data linked to teacher data in North Carolina to estimate the effects of having a TFA teacher compared to a traditional teacher. According to studies about the effect of different teacher-preparation programs in Louisiana, North Carolina, and Tennessee, TFA is among the most effective sources of new teachers in low-income communities. Each of these statewide studies, conducted between 2009 and 2012, found that corps members often help their students achieve academic gains at rates equal to or larger than those for students of more veteran teachers. The findings show that TFA teachers are in general more effective, according to student exam scores, than traditional teachers that would be in the classroom in their stead. These estimates demonstrate that, compared with traditional teachers with similar levels of experience, TFA teachers have strong positive effects on student test scores. And despite the limitations of TFA teachers, they are no worse than average traditional teachers in teaching math subjects and much more effective in teaching science subjects.
Although TFA teachers tend to have stronger academic credentials, they have not been taught in traditional training programs, are more likely to teach for a few years, and are assigned to some of the most challenging schools in the country. Given these differences, the TFA program has been controversial. Critics of Teach For America point out two of the major problems. The first is that most TFA teachers have not received traditional teacher training. TFA corps members participate in an intensive five-week summer national institute and a two-week local orientation and induction program prior to their first teaching assignment, and therefore some argued they are not as prepared for the demands of the classroom as traditionally trained teachers. The second criticism is that TFA requires only a two-year teaching commitment, and the majority of corps members leave at the end of that commitment. The short tenure of TFA teachers is troubling because research shows that new teachers are generally less effective than more experienced teachers.