What Is Teach for America Really Like?

A new book looks at the lives of four recruits.


Teach for America's Jen Pohl teaches English at West Mecklenburg High School, in Charlotte, N.C.


When Teach for America began almost 20 years ago as an idealistic college senior's last-minute thesis project, it looked like a crazy idea. Since then, it has morphed into one of the biggest players in educational reform, attracting nearly 20,000 top college graduates for 2,500 spots each year and reshaping the effort to help all students learn. In her new book, Relentless Pursuit: A Year in the Trenches With Teach for America, freelance journalist Donna Foote documents the first-year struggles of four TFA recruits at Locke High School in South Central Los Angeles. In an interview with U.S. News, she discusses why the organization has become such a hot destination for recent graduates and what obstacles its teachers face on the front lines. Excerpts:

How did you get interested in Teach for America?

I was a reporter at Newsweek when Wendy Kopp first started TFA in 1990. I thought it was a really interesting idea and clipped all the stories I could find but just really never found a good news peg for it. I just filed those clips away and kept TFA in the back of my mind. Then three or four years ago, I read in a press release that 17,000 people had applied for TFA in 2005, and among them were 12 percent of the graduating class at Yale. That statistic just blew me away! It struck me as extraordinary that the best and the brightest from elite schools like Yale, with presumably much better-paying offers, would be giving up two years of their upwardly mobile lives to teach in very low-performing schools. Around the same time, I had a friend who had just started teaching at Locke High School here in Los Angeles. Her stories were unbelievable, and she asked me to come into her classroom to help out. I went in and was shocked. Her ninth graders couldn't read. And I don't mean they were stumbling over words or couldn't pronounce—they could not read! She was actually going through phonetic sounds with them trying to get them to understand words like "cat." So when she mentioned that TFA held its summer training institute at Locke, I just thought, here's a way that I could tell the story of how we educate our poorest students through the eyes and the experiences of our most privileged. It just clicked.

What do you think are some of the biggest obstacles in education today?

I would say that the quality of teaching is probably the single most important factor in predicting student success. We as a nation haven't really figured out how to attract, train, and retain the very best teachers that we possibly can. And not to be too simplistic, because of course there are a myriad of factors that impede student achievement, but in a bad school with no textbooks and crowded classrooms, a really good teacher can make music. Why is Teach for America such a popular destination?

There are two things. One, it's very elite, and it's speaking to a generation of kids who have been competing since kindergarten. The more elusive the goal, the more you want it. Two, it really taps into something which I think is not unique to this generation but certainly stands out, and that is that there is this feeling of wanting to give back. There's been real attention to community service - I think 62 percent of college students do some kind of volunteer work—and that's very big. TFA has been able to tap into that youthful idealism. Critics point out that TFA corps members receive a lot of training and resources but then often leave the classroom after only two years of teaching. How would TFA respond to that criticism, and what has Teach for America accomplished so far?

In a system with 4 million teachers and 50 million schoolchildren, TFA is a tiny, tiny component. I think the year I was following Taylor [Rifkin], Hrag [Hamalian], Phillip [Gedeon], and Rachelle [Snyder], the [TFA] corps was 2,000 teachers. So it's not fair and it's unrealistic to think that TFA on its own, by training these teachers and sending them to these small schools, can close the achievement gap [between minority and lower-income students and nondisadvantaged peers].