How Do Teachers From Alternative Pathways Contribute to the Teaching Workforce in Urban Areas? Evidence From Kansas City

Principal Investigator(s):  View help for Principal Investigator(s) Yang An, University of Missouri; Cory Koedel, University of Missouri

Version:  View help for Version V1

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Project Citation: 

An, Yang, and Koedel, Cory. How Do Teachers From Alternative Pathways Contribute to the Teaching Workforce in Urban Areas? Evidence From Kansas City. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-07-02. https://doi.org/10.3886/E144383V1

Project Description

Summary:  View help for Summary 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 racial/ethnically diverse than the larger local-area teaching workforce, but only KCTR teachers are more diverse than teachers in the same districts where they work. We estimate value-added to achievement for teachers in both programs compared to non-program 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 (ELA) we also estimate positive impacts but they are smaller. 
Funding Sources:  View help for Funding Sources Ewing Marion Kauffman Foundation, CALDER

Scope of Project

Subject Terms:  View help for Subject Terms alternative teacher preparation programs
Geographic Coverage:  View help for Geographic Coverage Kansas City area
Time Period(s):  View help for Time Period(s) 2012 – 2019
Collection Date(s):  View help for Collection Date(s) 2019 – 2020


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V1 [2021-07-02]

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