Recent Articles


Reframing Teach For America: A conceptual framework for the next generation of scholarship
Janelle Scott, Tina Trujillo, Marialena D. Rivera
In this article, we advance a conceptual framework for the study of Teach For America (TFA) as a political and social movement with implicit and explicit ideological and political underpinnings. We argue that the second branch of TFA’s mission statement, which maintains that TFA’s greatest point of influence in public education is not in classrooms, but in its facilitation of entry into...

Teach For America’s preferential treatment: School district contracts, hiring decisions, and employment practices
T. Jameson Brewer, Kerry Kretchmar, Beth Sondel, Sarah Ishmael, Megan Manfra
Teach For America (TFA) began in 1990 as an organization purportedly interested in working towards ameliorating a national teacher shortage by sending its corps members into urban and rural schools. In the decades that followed, especially during and immediately following a nationwide onslaught of teacher layoffs instigated by the 2008 Great Recession, teaching shortages no longer exist in...

Cultivating political powerhouses: TFA corps members experiences that shape local political engagement
Rebecca Jacobsen, Rachel White, Sarah Reckhow
In recent years, Teach for America (TFA) has invested in developing corps members as leaders. Although TFA asks corps members for a two-year commitment, TFA celebrates the achievements of alumni who have gone on to careers in politics, public policy, and advocacy. Thus, many community leaders see the arrival of TFA corps members as having a greater impact than just inside the classroom. While...

TFA and the magical thinking of the “best and the brightest”
Megan Blumenreich, Bethany Rogers
This article draws on oral history testimonies to examine the experiences of participants in the inaugural 1990 cohort of Teach For America (TFA)—a group of young people dubbed the “best and brightest” of their generation and tasked with “saving” urban education. For 25 years, TFA has operated according to the principle of the “best and brightest,” in which it is assumed that participants’...

Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure
Angus Shiva Mungal
In New York City, a partnership between Teach For America (TFA), the New York City Department of Education (NYCDOE), the Relay Graduate School of Education (Relay), and three charter school networks produced a parallel education structure within the public school system. Driving the partnership and the parallel education structure are the free market ideologies that emerged in the late 1970s...

Teach For America’s long arc: A critical race theory textual analysis of Wendy Kopp’s works
Michael Barnes, Emily Germain, Angela Valenzuela
We read and analyzed 165,000 words and uncover a series of counter-stories buried within a textual corpus, authored by Teach For America (TFA) founder Wendy Kopp (Kopp, 1989, 2001; Kopp & Farr, 2011), that offers insight into the forms of racism endemic to Teach For America. All three counter-stories align with a critical race theory (CRT) framework.  Specifically, we answer the following...

Teach For America’s paradoxical diversity initiative: Race, policy, and Black teacher displacement in urban schools
Terrenda C. White
This article examines the paradox of Teach For America’s diversity gains and its support for policies that contribute to Black teacher decline in urban communities. TFA has countered claims that its expansion is connected to teacher displacement, but its two-pronged structure—as an alternative certification program and an influential policy actor via its leadership model for education...

Determinants involved in the construction of the violence of gender. The case of the primary schools in a province of Spain
Emilia Moreno Sánchez, Carmen Márquez Vázquez
In this work we present a descriptive correlational study that took place in some primary schools of Huelva (Andalusia, Spain) financed with public funds, in which gender differences in the comprehension of violence at primary school are analyzed. With the information obtained, we can conclude with the fact that the violence perceived by students in the educative environment has a clear...

video commentaries