Until now, Teach for America has kept its investigation largely to itself. But for this story, the organization allowed me access to 20 years of experimentation, studded by trial and error. The results are specific and surprising. Things that you might think would help a new teacher achieve success in a poor school—like prior experience working in a low-income neighborhood—don’t seem to matter. Other things that may sound trifling—like a teacher’s extracurricular accomplishments in college—tend to predict greatness.
- Both socially and economically, teenagers prefer an anything-goes type situation.
- But as these teenagers grow up a bit and enter the job market, they quickly develop progressive economic ideas: perhaps a bit of "levelling" seems pretty good when you're staring up the professional ladder from the bottom rung. Meanwhile, their youthful live-and-let-live social philosophy begins to fade.
- In their late 20s, they start making real money. Economic progressivism goes out the window, preferably out the window of a building with a doorman. As the adult mind turns to more material matters, social views don't change that much.
- Finally, after the mid-40s, retirement looms. Our former teenagers check their collective 401(k)s and think, you know what, let's all get checks from the government. Social views take a hard turn for the more restrictive. At the end of the journey, economic and social views are again in agreement—only this time on the other side of the philosophical line!
The data is too fascinating to be kept in-house.