Study designs that randomly assign students within schools involve trade-offs, illustrated by the Teach For America evaluation experience¶
Claim · All claims
Evidence · 1 study · theoreticalr?·q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Study designs involving random assignment of students within schools carry trade-offs, which the article discusses using the experience of one such study of Teach For America. → Steven Glazerman 2012
Evidence¶
Steven Glazerman 2012¶
Steven Glazerman. (2012). Random Assignment Within Schools: Lessons Learned from the Teach For America Experiment. Education Finance and Policy, vol. 7, no. 2. https://www.mathematica.org/publications/random-assignment-within-schools-lessons-learned-from-the-teach-for-america-experiment doi:10.1162/edfp_a_00059
q2 · i? · theoretical · r?
The article's framing statement: it discusses "the trade-offs associated with study designs that involve random assignment of students within schools" and describes the TFA study experience. The evaluation's time frame is listed as 2001-2004.
"This article discusses the trade-offs associated with study designs that involve random assignment of students within schools and describes the experience from one such study of Teach For America (TFA)."
Discussion¶
Related Claims¶
- Within-school random assignment studies such as the TFA evaluation are challenging but may be feasible and generate useful evidence — related
- Including late pretest data in RCT analyses can bias post-test impact estimates because pretests are collected after random assignment — related
- A randomized controlled trial found TFA secondary math teachers outperformed non-TFA comparison teachers in mathematics achievement — related
- In some cases, Teach For America and Teaching Fellows secondary math teachers are more effective than traditionally certified math teachers — related
- An elementary-school RCT found no statistically significant difference between TFA and non-TFA teachers in mathematics or reading achievement — related
- Secondary math teachers from Teach For America and the Teaching Fellows programs are as effective as teachers receiving traditional certification — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
within-school-randomization-trade-offs-tfa |
title |
Study designs that randomly assign students within schools involve trade-offs, illustrated by the Teach For America evaluation experience |
description |
Study designs that randomly assign students within schools involve trade-offs, illustrated by the Teach For America evaluation experience |
status |
review |
evidence_strength |
weak |
newest_evidence |
2012 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steven-glazerman-2012 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.