September 4, 2013 – Georgetown is tied for second place with the University of Pennslyvania among colleges and universities of its size contributing graduating seniors to Teach For America, the organization that works with communities to expand educational opportunities for children in poverty.
Corps members commit to teaching for two years in high-need urban and rural public schools.
This year, Georgetown contributed 40 graduates to the incoming corps. A total of 525 Georgetown alumni have taught as corps members since Teach For America’s inception 23 years ago, according to the organization.
“"Teach for America’s commitment to service resonates deeply with our mission here at Georgetown," says Georgetown President John J. DeGioia. "We are united by our shared values – of social justice and the promotion of the common good – and by our responsibility to our nation’s education system. Our students embody these values while they are here on the Hilltop and throughout their lives, serving in organizations such as Teach for America.”
The university is in good company, having just five fewer graduates than Harvard and Vanderbilt, which each have 45 Teach For America alumni serving this year.
This fall, the organization says its more than 11,000 corps members will teach in 48 urban and rural regions across the country, with nearly 32,000 alumni working to ensure all children have access to a high-quality education.
The organization also notes that it recruits seniors and graduates from all academic majors and backgrounds who have demonstrated “achievement, perseverance, leadership, commitment to educational equity, and a deep respect for diverse experiences and backgrounds.
“We are grateful to the outstanding colleges and universities that cultivate graduates with the leadership skills and deep commitment necessary to expand educational opportunities for students facing the challenges of poverty,” said Elisa Villanueva Beard, co-chief executive officer of Teach For America. “Our corps members bring a vast array of experiences and accomplishments to the classroom, and they are poised to make a meaningful impact in the high-need schools and communities where they will be teaching.”