A new independent UNC-Chapel Hill study takes a closer look at how K–5 students progressed in classrooms led by experienced international educators.
When district leaders consider international teachers as part of their staffing strategy, they often ask a straightforward question: How will students do? A 2026 study from UNC-Chapel Hill’s Education Policy Initiative at Carolina (EPIC) gives them new evidence to consider. Across four North Carolina districts, researchers found positive adjusted results in early reading, math, and reading for students taught by Participate Learning Ambassador Teachers.
Participate Learning Ambassador Teachers are experienced educators from around the world who teach in U.S. schools through the U.S. Department of State’s BridgeUSA Teacher Program for up to 5 years before they return to their home country.
The study analyzed data from the 2021–22 through 2024–25 school years across four North Carolina districts. The achievement analyses included 383 Ambassador Teachers for DIBELS, 230 for math, and 210 for reading and accounted for where students began the year and other student, teacher, and school characteristics. The researchers’ findings offer district leaders a useful point of reference as they consider local needs, critical positions, and a range of staffing strategies.
What did the EPIC study find about student achievement?
Students taught by Ambassador Teachers showed positive adjusted results on all three assessments included in the study:
- Early reading in grades K–3: 10.6% of a standard deviation, the largest result in the study
- End-of-grade math in grades 4–5: 3.8% of a standard deviation
- End-of-grade reading in grades 4–5: 2.4% of a standard deviation
These figures are expressed as percentages of a standard deviation, a common research measure that puts results from different assessments on a shared scale. In plain language, the positive numbers reflect how much further students progressed by the end of the year after researchers accounted for where they began.
What changed as Ambassador Teachers gained experience?
Positive early literacy results appeared during Ambassador Teachers’ first year in North Carolina. By year three, the math and reading results were positive and statistically significant.
The adjusted reading result for Ambassador Teachers with three or more years of North Carolina experience was more than twice the overall adjusted reading result in the study.
Were the results similar across student groups?
EPIC examined outcomes for economically disadvantaged students, multilingual learners, and students receiving special education services. Results for these groups were generally similar to the overall findings.
That is particularly relevant given the students Ambassador Teachers served in the study. Fifty-three percent of students taught by Ambassador Teachers were economically disadvantaged, compared with 40% of students taught by other teachers.
What do the findings mean for districts considering hiring international teachers?
When districts cannot find enough qualified teachers locally, expanding the search to experienced international educators can give them another option. The EPIC findings provide new evidence about what happens after those teachers enter U.S. classrooms.
Experienced international teachers can deliver strong student outcomes in U.S. classrooms. Across all three assessments studied, students taught by Ambassador Teachers had higher adjusted average achievement than comparable students taught by other teachers. The findings add evidence that districts do not necessarily have to choose between expanding where they recruit and maintaining expectations for teacher effectiveness.
Being new to the U.S. education system does not mean being less effective in the classroom. Ambassador Teachers arrive with an average of more than eight years of prior teaching experience, even though they are new to teaching in the United States. Positive early literacy results appeared during their first year in North Carolina. In math and reading, results were initially comparable and became stronger by year three.
Who are the Ambassador Teachers in the study?
EPIC studied international educators participating in Participate Learning’s Ambassador Teacher program.
Ambassador Teachers are experienced international educators who go through a multi-step screening process before interviewing with a school or district. Participate Learning reviews candidates for teaching experience, subject knowledge, English proficiency, and readiness for a U.S. classroom. Only about 3% of applicants are ultimately accepted into the program.
Ambassador Teachers arrive with an average of more than eight years of prior teaching experience. Districts interview candidates and make their own hiring decisions.
Once a teacher is hired, Participate Learning provides J-1 visa sponsorship, licensure coordination, preparation and arrival support, and ongoing support throughout the teacher’s participation in the program.
Learn more about Ambassador Teachers
Considering experienced international educators as part of your staffing plan? Learn how Participate Learning connects districts with Ambassador Teachers and supports teachers and schools throughout the exchange.
