Wendy Kopp Quotes
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It's possible to train great people, but a person with great training who doesn't have certain characteristics is only going to go so far.
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It's easier to poke holes in an idea than think of ways to fill them. And it's easier to focus on the 100 reasons you shouldn't do something rather than the one reason you should.
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We believe strongly in transparency and accountability, which is why Teach For America encourages rigorous independent evaluations of our program. Our mission is too important to operate in any other way.
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When I started Teach For America as a college senior, I sensed that there were thousands of talented, driven college students and recent grads who were searching for a way to make a real difference in the world.
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I usually don't really have breakfast.
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Teach for America recruits top recent college grads, young professionals, people we believe are the U.S.'s most promising future leaders, and asks them to commit two years to teach in high-need urban and rural communities.
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It's Teach For America's responsibility to ensure that all alumni know their voices are heard and valued, and to surface the range of opinion they represent.
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Education is the most powerful tool countries have for boosting economic growth, increasing prosperity, and forging more just, peaceful and equitable societies.
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All over the world, children facing the challenges of poverty attend schools that aren't designed to meet their extra needs; across country lines, the lives of marginalized kids look far more similar than they do different.
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People think of teachers who are born to teach, and you think of all these charismatic folks. Some of the most successful teachers are some of the least charismatic, interestingly. But they have a gift of figuring out what motivates people.
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I'm happy to admit that I'm a hopeless optimist.
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Research shows that whether you are low-income or not, mindset is a bigger predictor of success than academic skills, and how students gain great academic skills and persevere in the face of challenges.
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We've done a lot of research on the characteristics of our teachers who are the most successful. The most predictive trait is still past demonstrated achievement, and all selection research basically points to that.
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Throughout history, when societies have been faced with big challenges, they've put their best people on them. During the Space Race, American and Russian scientists, engineers, astronauts and cosmonauts pushed the bounds of what was possible and landed men on the moon.
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The lack of diversity in higher education is a problem we as a country must tackle if we're going to live up to our promise.
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In a society that glorifies the pioneers, it's easy to think that an endeavor is only worth pursuing if you can be the first to pursue it.
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Every time a child's promise is cut short by their legal status, our country wastes precious resources and loses talent we need.
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We're not trying to be the only route into teaching. We do put enormous energy into understanding what differentiates the most successful teachers.
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It gets to whether we're a teacher-education model or a movement for social justice. I would say we're about the latter.
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We collaborate with other countries on issues like public health and climate change because we understand these issues affect our collective welfare.
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The mission that unites all of the programs of the Teach For All global network is that of cultivating the leadership capacity critical to ultimately ensuring educational opportunity for all.
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There is a perception in our communities that we have low educational outcomes in low-income communities because kids aren't motivated or families don't care. We've discovered that is not the case.
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We are looking for a set of personal characteristics that predict success, the first and foremost of which is perseverance in the face of challenges. We also look for the ability to influence and motivate others who share your values, strong problem-solving ability, and leadership.
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Kids who live in low income areas face extra challenges and show up at schools that were not designed to meet their extra needs.