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This paper examines the impact of Teach For America (TFA) on following-year student test and non-test outcomes in Miami-Dade County Public Schools. This paper measures the extent to which exposure to TFA is followed by improved student outcomes in the future. In particular, this paper 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.

School systems around the world use achievement tests to assign students to schools, classes, and instructional resources, including remediation. Using a regression discontinuity design, we study a Florida policy that places middle school students who score below a proficiency cutoff into remedial classes. Students scoring below the cutoff receive more educational resources, but they are also placed in classes that are more segregated by race, socio-economic status, and prior achievement. Increased tracking occurs not only in the remedial subject, but also in other core subjects. These tracking effects are significantly larger and more likely to persist beyond the year of remediation for Black students.

Discrepancies between teacher and parent reports of children's externalizing behaviors are well documented. However, less research has examined the associations these different ratings have with objective indicators of functioning in other domains. The goal of this study was to compare the strength of association of parent and teacher reports of externalizing behaviors with children's early academic skills. The sample consisted of 695 children (376 boys, 318 girls, 1 unknown) who ranged between 48 months and 63 months of age (mean age = 55.05; SD = 3.63) at time of initial assessment. Children completed standardized measures of early academic skills; parents and teachers completed the Conners Rating Scale. Steiger's Z tests were performed to compare the strength of associations between parent and teacher ratings on children's early academic skills. Multi-level regressions examined the unique predictive variance each rater accounted for. Teacher ratings of inattentive and oppositional defiant behaviors had stronger associations with children's early academic skills than did parent ratings for most measures of early academic skills, but there were no significant differences for ratings of hyperactive/impulsive behaviors. Multivariate analyses revealed that only teacher ratings of inattentive behaviors accounted for notable portions of unique variance in early academic skills. Children's externalizing behaviors are related to their early academic skills. However, these results suggest that teachers contribute more unique variance, possibly due to their access to a normative reference group. [This paper was published in "Research on Child and Adolescent Psychopathology."]