Forget the headline, the story here is that only 9 students applied to join TFA at Swarthmore, and only 5 actually enrolled. More important, Swarthmore students understand that TFA is not a social mission, but displaces experienced local teachers. 

This is one student that did not sign up:
“Yet despite this high praise, not all students feel as warmly about TFA as the organization apparently does about them. Joy Martínez ’16, an educational studies major currently involved in student teaching for her teaching certification, expressed deep concerns about the teaching model of Teach for America.
“My initial response with those issues of turnover rates… is that it can be damaging to the students, and it’s damaging to the whole view of teachers — ‘if you can’t do, teach’, or ‘it’s a placeholder’, or ‘it’s a resumé builder,’” she said. “I think some people who are involved in education policy or with Teach for America may say, ‘well we’re doing something, and this is fine.’ But it’s fulfilling some kind of temporary need, it’s not the solution. It’s the band-aid, it’s not the corrective surgery that the education system needs.”
“In particular, Martínez expressed the sentiment that the short tenure of TFA teachers undermines important social and cultural functions of schools in America.
“There is damage that is done, I think, by having a high turnover rate.” she said. “A school is a place in our country and our society where friendships and relationships and family and community is formed… In areas that don’t have many communal spaces, it becomes more and more imperative for there to be teachers there to help facilitate those relationships, and to have student clubs, and to have their seventh grade students go back to the elementary school and do a Shakespeare performance. Things like that, those relationships that schools so naturally facilitate, that just doesn’t happen within a system like Teach for America.”