Business Week and Fortune Magazine suggest that Teach for America (TFA) is a beneficial postgraduation option for corps members, who teach for a finite commitment in low—socioeconomic status urban school districts. This longitudinal qualitative study examines the complex issues that surround TFA through the voices of TFA corps members, mentors, and administrators. Insiders inform readers about the site-based realities, corporate-like model, affiliation with a high-profile national organization, and districts' hiring policies—all of which set TFA teachers apart from non-TFA teachers. Data integrate interviews and teacher researcher field notes, gathered during 8 years from more than 300 participants, who discuss their TFA teaching experiences candidly. Findings suggest that TFA corps members are learning the culture(s) of schools and the community on the job as well as other complexities of teaching. Questions persist with respect to TFA's current model, mission, and goals.
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