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Comments

• [1] Gina from Brooklyn, NY May 26, 2008 - 11:20AM

  At whose expense do these young, bright, sometimes privileged, future leaders get to "experience" two years in a struggling school? At the expense of the students. Even if your kids don't know that you're leaving in two years, YOU do. How exactly does this sit with you? TFA may pride itself on being selective and recruiting the best in the country, but it doesn't retain these people in the profession itself. 60% staying in the field of education is not enough. It should be 60% staying in _teaching_. TFA members have one foot out the door when they first start. They already have an exit plan. TFA fills spots that may otherwise be empty so in the short term, it is "helping" schools, but in the long term, it's doing more damage. As a young (5th year) math teacher who received a master in education BEFORE going into teacher, I KNOW I did some damage in my first two years. I'm making up for it by staying in the profession. I'll admit there are times when I doubt how I'll make it, but I still have hope that I can teach until I retire. I didn't go into this thinking I was only committed to two years and would then go get a law degree, work for a non-profit or become an educational consultant with minimal teaching experience. It's not fair to the students. A wealthy, suburban school would not allow even the brightest TFA fellows to teach in their schools. So why is it okay to allow them to teach in South Central LA or the South Bronx?

  
  
• [2] Mark from Hempstead, NY May 26, 2008 - 01:05PM

  After graduating college I served in AmeriCorps for two years, doing environmental education in underpriveleged schools in New York City. AmeriCorps, like Teach For America, attracts idealistic youth who want to make a difference. During my two years I met other young people who were also working in the public schools through TFA and the New York City Teaching Fellows.

  Although these programs are beneficial for young people like me who want to serve and learn, the benefits for the students are questionable. As one caller pointed out, some teachers may only intend to complete their mandatory two years before moving on their career path. Other teachers burn out in frustration with school mismanagement and bureaucracy, lack of resources, work overload, and difficulties with students. Teachers who are successful may eventually seek out schools that are better managed, have more resources, higher salaries, and more manageable student populations.

  To be more effective in bridging the learning gap, districts need to provide more incentives for skilled and experienced teachers (and administrators) to stay in troubled schools.