{"id":12727,"date":"2023-07-20T09:15:00","date_gmt":"2023-07-20T13:15:00","guid":{"rendered":"https:\/\/www.rmff.org\/?post_type=reports&p=12727"},"modified":"2023-07-20T09:22:44","modified_gmt":"2023-07-20T13:22:44","slug":"evaluation-of-teach-for-america-indianapolis","status":"publish","type":"reports","link":"https:\/\/old.rmff.wrhosting.net\/ms\/insights\/research-and-reports\/evaluation-of-teach-for-america-indianapolis\/","title":{"rendered":"Penilaian Teach For America Indianapolis"},"content":{"rendered":"
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Yayasan Richard M. Fairbanks ditauliahkan Perbadanan RAND<\/a> untuk menjalankan kajian tentang kesan daripada Teach For America Indianapolis<\/a> mengenai hasil pelajar di Marion County. Laporan itu juga mengkaji data mengenai trajektori profesional alumni Teach For America Indianapolis, termasuk mereka yang telah meninggalkan sekolah K-12 dan berpindah ke jenis kerja lain.<\/p>\n<\/section>\n\n

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Dalam tempoh pengajian selama 12 tahun bermula tahun persekolahan 2010-2011, guru TFA didapati lebih berkesan berbanding guru bukan TFA yang mempunyai pengalaman tahun yang sama. Jika dibandingkan, guru TFA meningkatkan pencapaian pelajar sebanyak 1 mata persentil tambahan dalam seni bahasa Inggeris dan tambahan 2 mata persentil dalam matematik. Kesannya adalah kira-kira dua kali ganda lebih besar di sekolah yang mempunyai sekurang-kurangnya lima guru TFA, di mana guru TFA Indianapolis dikaitkan dengan peningkatan 2 peratus mata tambahan dalam ELA berbanding guru bukan TFA dan peningkatan 5 peratus mata tambahan dalam matematik.<\/p>\n<\/section>\n\n

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Dapatan menunjukkan guru TFA ditempatkan di sekolah yang mempunyai pencapaian pelajar lebih rendah dan bahagian pelajar yang lebih besar daripada keluarga berpendapatan rendah berbanding guru tahun pertama yang lain. Selain itu, dalam beberapa tahun kebelakangan ini, guru TFA lebih pelbagai kaum berbanding guru baharu yang lain. Walaupun guru TFA Indianapolis ditunjukkan untuk meninggalkan profesion pada kadar yang lebih tinggi daripada guru bukan TFA, guru TFA Indianapolis yang berwarna cenderung untuk tinggal dalam pengajaran lebih lama daripada guru TFA putih.<\/p>\n<\/section>\n\n

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Akhir sekali, kajian menganggarkan kesan bersih guru TFA Indianapolis terhadap pencapaian pelajar, dengan mengambil kira kedua-dua kadar pusing ganti mereka yang lebih tinggi dan keberkesanan purata yang lebih besar jika dibandingkan dengan guru bukan TFA yang mempunyai pengalaman yang sama. Penemuan menunjukkan keberkesanan guru TFA yang lebih tinggi daripada menebus kesan negatif terhadap pencapaian pelajar yang dikaitkan dengan kadar pusing ganti mereka yang lebih tinggi.<\/p>\n<\/section>\n\n\n

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LAPORAN PENUH<\/a><\/div>\n<\/section><\/div>","protected":false},"excerpt":{"rendered":"

Kajian mengenai kesan Teach For America Indianapolis mendapati guru TFA dengan pengalaman satu hingga dua tahun agak lebih berkesan dalam meningkatkan pencapaian pelajar berbanding guru bukan TFA yang mempunyai tahap pengalaman yang sama, manakala guru TFA di sekolah yang mempunyai sekurang-kurangnya lima rakan TFA adalah lebih berkesan dalam meningkatkan pencapaian pelajar. Selain itu, guru TFA ditempatkan di sekolah berkeperluan lebih tinggi berbanding guru tahun pertama yang lain, dan, dalam beberapa tahun kebelakangan ini, guru TFA lebih pelbagai kaum berbanding guru baharu yang lain. Seterusnya, kajian mendapati bahawa keberkesanan guru TFA yang lebih tinggi berbanding dengan kesan negatif terhadap pencapaian pelajar yang dikaitkan dengan kadar pusing ganti mereka yang lebih tinggi.<\/p>","protected":false},"author":7,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"_acf_changed":false,"footnotes":""},"report-category":[254],"class_list":["post-12727","reports","type-reports","status-publish","hentry","report-category-education"],"acf":[],"yoast_head":"\nEvaluation of Teach For America Indianapolis - Richard M. 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