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Abstract

Prior research on Troops to Teachers (TTT) affirms that TTTs are effective instructors likely to work in high-poverty, high-minority schools, teach high-demand subjects, use research-based instructional and classroom management practices linked with student achievement, and plan to stay in the profession. A nonexperimental, mixed method design incorporating quantitative and qualitative data collection and analysis was used. A total of 4,157 TTT completers and 517 administrators responded to surveys. The 2012-2013 follow-up study finds that TTTs are meeting most—but not all—the same high benchmarks. In addition, 92% of principals rate their TTTs as well-prepared to meet the needs of diverse learners in varied learning environments.

Keywords

teacher effectiveness high-needs schools academic success for disadvantaged students Troops to Teachers

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