ࡱ> mol \)bjbjAA 46#y#y w  aaaaauuu8$u( ###,M!`<a<aa##Q|a#a#p4zLg0!!a*<<! ':    Press release: embargoed until 00:01 hrs, Thursday, September 5th Teach First boosts pupils GCSE grades Teach First, the high-profile Government-backed charity which places graduates with good degrees in challenging classrooms, is helping to improve teenagers exam results, ground-breaking research will reveal today. A GCSE student taking eight subjects benefits by around one grade overall if there are Teach First recruits working in his or her school, compared to schools without such teachers. The effect was described as important by the lead author of the research, Dr Rebecca Allen of the University of Londons Institute of Education, who will present it to the annual conference of the British Educational Research Association today. This lends strong support to studies from the US regarding the effectiveness of these types of teacher recruitment programmes, the paper said. Teach First, introduced under the Labour government in 2003, has also been a central plank of coalition schools policy, with Michael Gove, Education Secretary, having promised to quadruple the number of recruits over this Parliamentary term. It sees graduates with degrees of 2:1 or better placed in schools with large numbers of disadvantaged pupils after only six weeks training. Teach First is billed as giving talented recruits the chance to make a difference as a teacher for two years before possibly pursuing another career, though just over half of those joining it stay in the classroom after this time. Controversy has centred on whether academically able but inexperienced teachers really can make a difference in schools. The research adopted an innovative design to try to answer that question. It analysed the GCSE results of 168 schools who first introduced Teach First recruits between 2003/4 and 2009/10 and compared them to results of similar schools in the same region of England which had yet to work with the charity, controlling for a range of pupil and school background characteristics. The research found that the introduction of Teach First teachers produced no school-wide gain in the first year they were in the school. But in years two and three there were gains, of around 5 per cent of a standard deviation, or a boost of one grade in one of a pupils eight best subjects. The results are smaller than those discerned in the only previous quantitative investigation into the impact of the scheme on exam results, a 2010 study, funded by Teach First, which found an effect of one third of a grade for each GCSE subject, although the latest methodology was different (see note below). The new research concluded: In this paper we provide convincing evidence that placing carefully selected, yet inexperienced, graduates into secondary English secondary schools has not been damaging to pupils and most likely produced school-wide gains ofaround one grade in one of the pupils best eight subjects. The researchers also found that the introduction of Teach First, perhaps unsurprisingly, tended to increase the percentage of younger teachers in a school. This might lead to fears among some not familiar with the evidence on its impact on exam results that the programme could be damaging, especially given that research has shown that teachers tend to be less effective early in their careers. However, the possible damage of inexperience of the Teach First participants appears to be more than outweighed by the gains to careful selection of individuals [before joining Teach First] into the profession, said the paper. The researchers had some caveats. They said they could not make any claims about how effective Teach First recruits were compared to those trained by other routes, as the study did not look at the exam result effects of teachers trained through other programmes. And the research was not able to say whether the gains it outlined, based on analysing results when Teach First was relatively small-scale, at no more than 500 recruits a year, would be retained as it expanded to 1,000 or 2,000 a year. As to why Teach First might be having its effect, Dr Allen said that its ability to be highly selective only around one-in-eight applicants are successful, with participants selected not just on academic ability but on their perceived ability to respond to a tough teaching environment was likely to be paying off. She said: To me, this shows the benefits of having a large pool of applicants and having a system that selects those who have the resilience to be able to thrive in very challenging environments. The impact of hiring Teach First participants on school and departmental performance: matched difference-in-differences and pupil fixed effects estimation, by Rebecca Allen and Jay Allnutt of the Institute of Education, is being presented to ɫ on Thursday, September 5th. A copy of the paper can be downloaded from:  HYPERLINK "http://www.ioe.ac.uk/research/35445.html" http://www.ioe.ac.uk/research/35445.html. Notes for editors: 1 Part of the analysis in the paper is based upon Jay Allnutts MSc dissertation, which was written whilst he was a secondary school teacher in London. He now works for Teach First. Teach First did not fund the research. 2 The researchers developed a distinctive comparison model in order to try to avoid any changes in exam results they found being a product of the underlying characteristics of those schools taking part in Teach First, rather than of the scheme itself. It might be, for example, that schools which used Teach First, a comparatively innovative scheme, had particularly dynamic headteachers and thus be generally improving schools; or, conversely, that they might have particularly severe teacher recruitment and retention problems. By comparing results in Teach First schools only with those of schools which would go on to use Teach First, but had yet to introduce the scheme, the researchs design aimed at the most like-for-like comparison. 3 The only existing quantitative study of the impact of Teach First finds consistent impacts on attainment of around a third of a grade at GCSE per subject per pupil after Teach First staff have been in a school for two years or more. The measurement model was different from the IOE paper, however. For example, the earlier study only measured the results of schools which had persisted with Teach First teachers, using them for four of the next six years after first introducing the scheme to the school. The latest paper said there was a risk that this could have led to schools which had had a poor experience of the scheme being disregarded in the results analysis. 4 Research on Teach for America (TFA), a scheme in the United States which is similar to Teach First, typically shows a small but statistically positive effect of TFA teachers in elementary and middle schools for maths and science, and a positive effect across all subjects for TFA recruits teaching in high schools. Most Teach First teachers work in English secondary schools. 5 Figures for the proportion of younger teachers in schools showed an average of 22 per cent of staff under 30 in comparison non-Teach First schools against 27 per cent in schools included in the study with Teach First teachers. 6 Teach First was recently reported to be the largestsingle destination for university leavers, with 1,261 graduates joining it this year and with the charity and government pledging to raise annual recruitment numbers to 2,000 from 2015. See http://bbc.in/1deegZI In 2009/10, 500 people were funded to join the scheme 7 The 39th annual conference of the British Educational Research Association is being held at the University of Sussex from Tuesday, September 3rd to Thursday, September 5th. More than 600 research papers will be presented during the course of the conference. The conference programme can be accessed via the ɫ website:  HYPERLINK "http://www.beraconference.co.uk" http://www.beraconference.co.uk ɫ ɫ The British Educational Research Association (ɫ) is a member-led charity which exists to encourage educational research and its application for the improvement of practice and public benefit. We strive to ensure the best quality evidence from educational research informs policy makers, practitioners and the general public and contributes to economic prosperity, cultural understanding, social cohesion and personal flourishing.      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