Patricia Schaeffer, a consultant to philanthropies, reviews Teach for America’s 25 years of promises and concludes that they have not been fulfilled. To draw thousands of bright young people into the classroom for a commitment of only two years, having only five weeks training, is not sufficient to close the achievement gap or to change American education in any significant way.

The many studies of TFA’s “effectiveness” conflict about whether its recruits raise scores more or less than other new teachers. No one, however, has ever demonstrated that TFA has closed the achievement gap anywhere. Or ever will.

Schaeffer writes:

“America has a love-hate relationship with Teach for America. What began as the dream of one idealistic undergraduate in the late 80s is now, some 26 years later, an internationally recognized behemoth in the education reform movement, with more than $200 million (yes, you read that correctly) in investments as of last year.

“A recent book, edited by T. Jameson Brewer and Kathleen deMarrais, titled ‘Teach for America Counter-Narratives’ is the latest to put the organization under scrutiny. In an article this week in the ‘Las Vegas Review-Journal,’ Washington Post columnist Esther J. Cepeda writes about the “explosive and jaw-dropping” stories written by 20 of TFA’s alumni, which she says “eviscerate the myth of TFA’s unmitigated success.” Her takeaway is that the book should be a cautionary tale to those studying the education reform movement. The stories reveal the smoke and mirrors (“money and great marketing,” in her words) that TFA uses to recruit the best and brightest while convincing their donors and other partners that they are moving the needle on outcomes.

“According to its most recent tax return, TFA has total assets of close to half a billion dollars and revenues of more than $330 million, of which about 90 percent comes from government grants and contributions from corporations, foundations and individuals. An organization of this size and stature has an obligation to its constituents to demonstrate its success, and TFA has accumulated years of research findings about its programming, expansion and scale-up efforts. Marty Levine and Ruth McCambridge asked on this site several weeks ago whether Teach for America’s results justify its pillar status.

“In 2013, Mathematica Policy Research concluded a federally-funded controlled study of TFA. Comparing TFA secondary math teachers across eight states with a control group of math teachers in the same schools, the study found that, on average, students in TFA classrooms gained the equivalent of an additional 2.6 months of school, as evidenced by end-of-year math assessments. However, two years later, a subsequent Mathematica evaluation was unable to replicate those results.

“While the later study concluded that TFA teachers in early primary grades produced roughly 1.3 months of extra reading gains, that good news was overshadowed by the more troubling evidence that an overwhelming majority of TFA staff (87 percent) reported that they did not plan to spend the rest of their career as a classroom teacher or, for that matter, in any education-related career.”