Teach For America (TFA) is nationally recognized as an alternate route teacher preparation program that has sought to address the shortage of effective teachers specifically in high-poverty rural and urban schools across the US (Teach For America, 2010). The purpose of this review is to use systematic procedures that limit bias in the retrieval, critical appraisal, synthesis, and reporting of quasi-experimental and experimental studies that examine the effects of TFA on K-12 student academic outcomes in Math, English Language Arts and Science as reported in the peer reviewed literature and grey literature during the past 20 years. To aid education policymakers and stakeholders (including researchers) in using the review results, the questions are organized according to the policy relevance and methodological issues raised in the review of the literature on the effectiveness of TFA.