It seems taboo to question one's commitment to Teach For America and to one's students. But, in fact, Ms. Ness confesses to questioning her commitment nearly every day. WHEN I graduated from college, I joined Teach For America and so committed the next two years of my life to teaching in one of the nation's most underresourced school districts. Now part of the AmeriCorps service program, Teach For America has a clear mission: to give every child - regardless of race, ethnicity, background, or religion - the opportunity to attain an excellent education. Founded a decade ago, Teach For America places more than 800 college graduates every year in impoverished school districts in such urban areas as Baltimore, Los Angeles, and New York City and in such rural areas as the Mississippi Delta and the Rio Grande Valley. Teach For America teachers fill vacancies in districts that suffer from teacher shortages, most often taking the most challenging placements in the most difficult schools. Corps members go through an intensive five-week training program before they are placed in schools. In that training, they focus on theories of education, holding children to high expectations, practical ways of becoming an effective teacher, and leveling the playing field for students who lack the educational opportunities that children from better backgrounds take for granted. Corps members are hired directly by school districts, and many complete state credentialing programs during their two years of service. Upon the completion of their two- year commitment, more than 60% of corps members continue teaching, while the others change paths and move on to graduate schools or to other forms of employment. In my first year of teaching, I was assigned to Roosevelt Middle School in East Oakland, California, an extremely overcrowded school with an annual teacher retention rate of just 60%. The student body is 50% Asian, 25% Latino, and 25% African American. Roosevelt is located in a rough area that is notorious for drug use, and gangs are an ever- present force. Most of my students were not native speakers of English. Indeed, in that first year, my students spoke 10 languages, including Arabic, Cambodian, Spanish, Vietnamese, and Chinese. Many were recent immigrants, and I was expected to teach them conversational and written English, as well as the state-mandated social studies curriculum. Although I had been told before I began my Teach For America commitment that I was about to experience a harsher reality than anything I had previously known, I still believed that teaching was a 9-to-3 job and that I could leave my work at school and keep my personal and professional lives totally separate. I thought I could bring my students into my classroom, shut the door, and leave the problems of their inner-city community outside. I believed that I could instill the love of learning in my students and that they would somehow be able to forget all the turmoil they faced in their lives. I vowed that my passion and enthusiasm for my children and for teaching would never diminish. I would never allow myself to suffer emotionally, as many first-year teachers do. I would stay positive and avoid the disillusionment that so many teachers feel. I would enter my classroom every day with the same energy and passion I started with in September. It wouldn't matter if it was a gloomy Thursday in late October or if I had been battling the flu for two weeks. I would never become the worksheet teacher. Rather than slide grammar worksheets under my students' noses, I would have them build the pyramids out of sugar cubes. I set high expectations not only for my students, but for myself as well. In one swift transformation, I graduated from college, packed my belongings, and drove across the country to start life anew in an entirely unfamiliar environment, without the comforts of family, friends, and home. It was an exciting adventure at first - relocating, getting my first real job, and having the responsibilities of adult life. …