The example in your Teach for America article shows that applying a motivated math major from Minnesota for 60-90 hours per week for two years improves test scores for 50 -60 sixth graders. End of equation, and he’s spent his energy and gone on to other things. However the original problem of educational equity is not solved.

If you do the math, you would get the same results by dividing the class sizes and multiplying a real teacher by 2. And you’d have more lasting results since you would keep using these teachers and their experiences gained over the years. With respectful treatment, you can multiply the students and increased effects on test scores over many more years.

I will not belittle the efforts of the young man you mentioned, who spent many hours a week helping his class of sixth graders in math. That will improve the chances of success for those few students, and it matters because every child matters. But it will not close the gap as successfully as decreasing class size which allows each teacher to spend more time with the students (and just about as importantly, the parents). This increased contact has been proven to increase success. Teach for America is a drop in the bucket when we need an Artesian spring.