This article examines the impact of Teach for America (TFA) on following-year student test and nontest outcomes in Miami-Dade County Public Schools. Using data from 2010 through 2021, this article measures the extent to which student exposure to TFA is followed by improved outcomes in the future, relative to students with other early-career teachers in the same school. In particular, this article measures days missed due to absences or suspensions, course grades in each core subject, and progression in math courses. We find that students taught by TFA math teachers go on to have higher grades in math courses in the following year and are less likely to miss school due to being absent or suspended. However, while students in TFA classrooms score higher on math and ELA assessments in a given year, these test score gains fade out by the following year.

中文翻译：

---

随着时间的推移，“为美国而教”对学生考试和非考试学业成绩的影响的估计

本文探讨了“为美国而教”(TFA) 对迈阿密戴德县公立学校次年学生考试和非考试成绩的影响。本文使用 2010 年至 2021 年的数据，衡量了与同一学校其他早期职业教师的学生相比，接触 TFA 的学生未来成绩改善的程度。特别是，本文测量了由于缺勤或停学而缺席的天数、每个核心科目的课程成绩以及数学课程的进度。我们发现，由 TFA 数学老师授课的学生在接下来的一年中在数学课程中取得了更高的成绩，并且由于缺勤或停学而缺课的可能性较小。然而，虽然 TFA 课堂上的学生在某一年的数学和 ELA 评估中得分较高，但这些测试分数的增长会在第二年逐渐消失。