Governor Pat McCrory’s education advisor, Eric Guckian, is leaving his job at the end of July to serve in a leadership role for a national organization dedicated to transforming Teach for America alums into leaders.

In a Tuesday afternoon press release, McCrory’s office touted education-related accomplishments it said Guckian’s guidance was key to making happen.

“During his tenure with Governor McCrory, Guckian was instrumental in helping pass one of the largest teacher raises in the state’s history which provided an average salary increase of seven percent and raised the base pay for beginning teachers,” read the statement, along with a list of other education initiatives in which Guckian played a role.

Guckian will join the Leadership for Educational Equity as a Vice President for Alliances. The organization is dedicated to transforming Teach for America corps members and alumni into leaders.

Guckian is a former TFA corps member himself, having served in New York City and as a teacher and as executive director of Teach for America, North Carolina.

Guckian’s last day as McCrory’s education advisor is July 31. A new education advisor is expected to be announced “in the near future.”


People_16_Teacher_BlackboardA new study, conducted by Mathematica Policy Research indicates that the much-debated Teach for America program (TFA) is not creating more effective or successful teachers. The study shows that test scores for students taught by TFA teachers in their first or second year of teaching  are on par with those taught by traditionally certified teachers. These data contradict previous studies which had indicated that students taught by TFA teachers scored higher in math than their peers taught by traditionally certified teachers.

The Mathematica study was conducted in order to evaluate the program (which recruits college graduates and trains them to work in low income schools) in the years since it received federal funding to expand in 2010. The purpose of the TFA program is to expand the pool of highly intelligent and motivated teachers, thereby increasing the opportunities for low income students. The trouble, however, is that TFA teachers are given only five weeks of training and then often thrown into classrooms with little or no administrative support.

The new study shows that TFA teachers don’t have a problem with teaching but are very unsatisfied by their influence over school policies and the lack of support from school administrators. Also, in perhaps the most damning finding, researchers found that most TFA teachers have no intention of sticking around past their two year commitment to TFA. The study shows that 87.5 percent of TFA teachers in their first two years say that they do not plan to spend their career in the classroom. Twenty-five percent said they planned to quit at the end of the current year. While TFA has never released figures, its leaders have always insisted that the majority of teachers finished the two year program and many stay on past the program. This study definitely tells a different story.

Read the study in its entirety here


Fewer college grads are flocking to Teach for America.

The New York Times reported last week that the embattled teacher training program, to which the North Carolina General Assembly has chosen to funnel millions of taxpayer dollars at great expense of the soon-to-be-defunct yet highly praised N.C. Teaching Fellows program, saw a ten percent drop in applications this year — the second year the program experienced a decline in interest.

TFA officials blame the rebounding economy for decreased interest in the program, which provides relatively minimal training to recent college grads and then unleashes them to go teach in typically high poverty schools.

Teaching has become a less popular prospect as a whole, with the entire country seeing a 12.5 percent drop in applications for teacher preparation programs from 2010-2013. North Carolina’s schools have seen a 27 percent drop in applications over the past four years.

But the Times article also highlights the diminished luster of the program, telling the story of one college grad who was initially enthusiastic about jumping into teaching by way of Teach for America:

When Haleigh Duncan, a junior at Macalester College in St. Paul, first came across Teach for America recruiters on campus during her freshman year in 2012, she was captivated by the group’s mission to address educational inequality.

Ms. Duncan, an English major, went back to her dormitory room and pinned the group’s pamphlet on a bulletin board. She was also attracted by the fact that it would be a fast route into teaching. “I felt like I didn’t want to waste time and wanted to jump into the field,” she said.

But as she learned more about the organization, Ms. Duncan lost faith in its short training and grew skeptical of its ties to certain donors, including the Walton Family Foundation, a philanthropic group governed by the family that founded Walmart. She decided she needed to go to a teachers’ college after graduation. “I had a little too much confidence in my ability to override my lack of experience through sheer good will,” she said.

Read More


As reported in the Durham Herald Sun and The Washington Post, the Durham school board voted last week not to keep its relationship with Teach for America (TFA) beyond the 2015-16 school year, allowing the school system’s current TFA teachers to finish out their contracts.

According to the Durham Herald Sun:

Among concerns voiced by school board members who voted not to pursue any new relationships with TFA is the program’s use of inexperienced teachers in high-needs schools.

“It feels like despite the best intention and the efforts, this has potential to do harm to some of our neediest students,” said school board member Natalie Beyer, who voted against the school district’s contract with TFA three years ago.

Others said they were concerned that TFA teachers only make a two-year commitment.

“I have a problem with the two years and gone, using it like community service as someone said,” said school board member Mike Lee.

Read More


United Students Against Sweatshops (USAS), a national student labor organization that fights for workers’ rights, launched this week the “TFA Truth Tour,” which they characterize as a campaign to fight back against the corporate robber barons of education reform on college campuses by exposing the truth about Teach for America.

The tour will visit 15 college campuses to educate students who are considering joining Teach for America about how its business model works.

From USAS’ press release:

Imagine your favorite professor. Now imagine that this professor will be replaced by someone who has only been trained for 5 weeks and will only be at your university for two years. They don’t know anything about you, they don’t know anything about the community at your university, and they don’t know anything about your life and how it relates to your capacity to learn. Now imagine that this isn’t happening just to your favorite professor, but to every professor at your university. As you can tell, this is a situation that would devastate and destabilize your university.

That’s what’s happening in K-12 public education. For example, in Chicago the Board of Education slashed the budget for schools and fired teachers, yet increased its financing of TFA from $600,000 to $1.6 million and brought in over 300 TFA corps members. In Newark, the superintendent, an TFA alumnus, is likely to fire 700 teachers and replace most of them with TFA corps members. But as one study noted, TFA “is best understood as a weak Band-Aid that sometimes provides some benefits but that is recurrently and systematically ripped away and replaced.”

In order to operate, TFA depends on its partnerships with universities to get corps members certified to teach in each state. While teaching, corps members must attend classes at a university, which in some programs can lead to a master’s degree. In effect, TFA uses our universities’ names to make up for its own weak training programs and convince state boards of education that its members are “highly qualified” to teach.

But students are refusing to allow this to happen any longer. We are joining together with parents, teachers, and TFA alumni to expose the truth about TFA.

At a TFA Truth Tour stop at the University of Pennsylvania, half the room was filled with students considering TFA:

“I can’t tell you how many stories I’ve head of students at schools being told, ‘If you get a job offer from Goldman Sachs you can defer that offer and still do Teach for America and then carry on with your real career,’” said Jan Van Tol, a national organizer with USAS. “That runs counter to what we believe, which is that teachers should be well-trained, well-educated professionals. Teaching is not a hobby you just do for two years.”

Last year, North Carolina’s lawmakers decided to ditch the renowned NC Teaching Fellows program and instead funnel more money to Teach for America.

The NC Teaching Fellows program awarded $6,500/year scholarships for tuition at an in state college to North Carolina high school students interested in teaching. In return, students were required to teach for four years in North Carolina after graduation. The highly regarded program had high retention rates, with 75 percent of Teaching Fellows continuing to teach into their fifth year, whereas Teach for America’s retention rates are poor: only 28 percent of TFA teachers remain in public schools beyond five years, compared with 50 percent of non-TFA teachers.