Jason Matheny President and Chief Executive Officer, RAND | RAND Corporation
Teach For Pakistan's fellowship program has been the subject of a recent evaluation by RAND researchers, aiming to understand its impact on whole-child development and teaching quality. The study focused on 80 schools in Islamabad, with half employing Teach For Pakistan (TFP) Fellows and the other half serving as comparison schools without TFP Fellows.
The research utilized both quantitative and qualitative methods, including assessments in mathematics, science, and English. Surveys were conducted among students, teachers, and principals. Interviews and focus groups were held with various stakeholders to gather insights into the contributions of TFP Fellows.
According to the findings, "student academic achievement improved more for students of TFP Fellows compared with students taught by non-TFP teachers." In particular, students under TFP Fellows showed higher performance in science, mathematics, and English. Despite these gains in academic achievement, social and emotional learning progressed at similar rates for both groups.
Qualitative data revealed that interviewees viewed TFP positively regarding student achievement. Participants noted improvements in English fluency and confidence among students taught by TFP Fellows. They also observed social and emotional growth in these students.
Survey results indicated no significant difference between how students perceived teaching quality or their learning environments when comparing TFP Fellows with non-TFP teachers. However, interview participants highlighted that "TFP Fellows taught for mastery and conceptual understanding," focusing on ensuring clear comprehension beyond rote memorization.
The study also found that "TFP Fellows cultivated a classroom community characterized by care and collective responsibility," building trust with their students through warmth and collaborative learning approaches.
Furthermore, stakeholders noted that "TFP Fellows empowered students to be agents of their own learning," helping them develop self-awareness about strengths and areas for improvement while encouraging them to voice opinions in class.
Interviewees mentioned that "TFP Fellows cultivated supportive relationships with parents" through active engagement via meetings and home visits. This involvement was seen as fostering parental responsibility towards children's education.
Finally, it was reported that "TFP Fellows championed student-centered approaches to classroom management," advocating against corporal punishment practices prevalent among some school staff members.
Based on these findings, recommendations include continuing key practices like fostering student self-confidence and collaboration skills while considering targeted interventions for social-emotional learning improvement. Additionally suggested is providing support for overcoming resistance from other school staff toward new teaching practices introduced by TFP Fellows.
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