New analysis commissioned by Teach For Australia and undertaken by education policy expert Dr Pete Goss has found that schools partnering with Teach For Australia are achieving stronger growth in Year 9 reading and numeracy than comparable schools, providing the first evidence at scale of TFA's impact on student learning outcomes.
The analysis found TFA partner schools improved their Year 9 NAPLAN value-add for Reading and Numeracy between 2019 and 2025, while comparator schools did not show the same improvement. The gains were strongest in schools with deeper TFA engagement, reaching up to 3.7 months of additional learning above what school demographics and national trends would predict.
Importantly, Year 7 results remained broadly flat, indicating the improvement in Year 9 outcomes was not simply the result of stronger incoming student cohorts. The findings were consistent across a range of school contexts and point to stronger gains where schools have sustained engagement with TFA, including teachers participating in the program and those who remain as Alumni.
The analysis, undertaken by education policy expert Dr Peter Goss, examined 131 TFA partner schools that employed TFA teachers from 2019 to 2025 and 522 comparator schools with similar characteristics using longitudinal NAPLAN data.
Teach For Australia's Chief Executive Officer Edwina Dohle said the findings highlight the importance of investing in teaching capability.
"For close to two decades, Teach For Australia has worked on a simple belief: that getting exceptional people into the classrooms and schools that need them most can change outcomes for students.
"For the first time, we now have evidence at scale showing that schools partnering with TFA are seeing measurable improvements in student learning, and that these gains are stronger where schools have deeper, sustained engagement with Teach For Australia."
"That matters enormously. It tells us that our model is making a meaningful difference for students, and gives us even greater confidence in the role TFA can play in helping address educational disadvantage in Australia.
"At a time when Australia is struggling to shift student outcomes and close persistent learning gaps, this research shows what is possible when we invest in great teachers and support them to build their careers in the schools and communities where they can have the greatest impact."
Dr Peter Goss said the results point to a meaningful relationship between partnering with TFA and student learning.
"What stands out in this analysis is the scale and consistency of impact across a large and diverse set of TFA partner schools."
"Schools with TFA teachers improved more than average in both reading and numeracy, with greater gains among schools with more TFA teachers."
