{"id":4098,"date":"2013-09-27T11:04:01","date_gmt":"2013-09-27T19:04:01","guid":{"rendered":"https:\/\/blogs.ubc.ca\/ross\/?p=4098"},"modified":"2013-09-24T11:04:37","modified_gmt":"2013-09-24T19:04:37","slug":"teach-for-america-and-the-future-of-education-in-the-us","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/ross\/2013\/09\/teach-for-america-and-the-future-of-education-in-the-us\/","title":{"rendered":"Teach for America and the Future of Education in the US"},"content":{"rendered":"

Critical Education<\/em><\/a>
\nSpecial Series
\n\u201cTeach for America and the Future of Education in the US\u201d<\/a><\/p>\n

Founded in 1990 by Princeton graduate Wendy Kopp, Teach for America (TFA) has grown from a tiny organization with limited impact to what some supporters call the most significant force in educational reform today. Indeed the organization has recently been embraced by both the president of the National Educational Association and U.S. Secretary of Education Arnie Duncan as a force for tremendous good.<\/p>\n

Critics argue otherwise, pointing to data that is mixed at best while questioning the almost $500 million annual operating budget of the non-profit, a significant portion of which comes from U.S. taxpayers. In light of questionable results and practices (such as using non-certified TFA recruits to work with special education students in direct violation of the Individuals with Disabilities Education Act) organizations are working to end TFA\u2019s \u201chighly qualified teacher\u201d provision in 2013, an effort TFA is aggressively trying to thwart.<\/p>\n

In an effort to provide assistance to those organizations working to maintain the integrity of the teaching profession, Critical Education is publishing a series of articles on TFA\u2019s practices, procedures, outcomes, and impacts.<\/p>\n

Articles in the series will be published across three issues of the journal:<\/p>\n