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Our Goal

The Inter-American Partnership for Education (IAPE) was established in 2007 as a Clinton Global Initiative commitment to transform English language instruction in Mexico's most underserved public schools. IAPE trains, empowers, and supports a network of innovative English language educators who work together to create lasting and sustainable change in classrooms throughout the country. IAPE is a partnership of Worldfund and Dartmouth College's Rassias® Center for World Languages and Cultures.

Program Description

IAPE offers three programs:


Offered in Mexico
175 hours over three years:

  • 100 hours of integrated in-person intensive English instruction and pedagogical training
    • completed in 10 days
  • 75-hour guided service commitment, with support of assigned IAPE mentors
    • completed in 3 years


Offered in Mexico
142 hours over three years:

  • 68 hours of pedagogical training
    • completed in 6 days
  • 75-hour guided service commitment, with support of assigned IAPE mentors
    • completed in 3 years


In-person component offered at Dartmouth College - USA
230 hours over three years

  • 130 hours of intensive pedagogical training, workshops, seminars and cultural activities
    • completed in 14 days
  • 100-hour guided service commitment to public education in Mexico, including participation in the IAPE Forum, ongoing workshops and mentoring and supporting colleagues
    • completed in 3 years

*Participants in this program serve as trainers and facilitators for all IAPE programs


IAPE features the Rassias® Method.

The Rassias Method was developed by world-renowned language professor, John A. Rassias (view interview) (1925-2015) at Dartmouth College in the 1960s. The Rassias Method is a rigorous, interactive, and highly effective system for teaching languages that banishes inhibitions and fosters authentic communication. It is based on the premise that students speak to learn rather than learn to speak. The Rassias Method has trained more than 165,000 Peace Corps Volunteers in languages, as well as countless students and teachers throughout the world.



IAPE provides:

  • A designated IAPE mentor to support teachers during their three-year service commitment
  • IAPE Virtual Community Forum, offering teachers follow-up support from program staff and peers
  • Periodic follow-up workshops in Mexico

Participating teachers agree to:

  • Teach English at public institutions in Mexico for at least three years
  • Actively engage in the IAPE Forum and participate in ongoing IAPE workshops
  • Participate in follow-up workshops when offered in their regions
  • Complete periodic surveys and facilitate their students' completion of surveys as requested
  • Support IAPE's mission by providing service in their educational communities. This can take a variety of forms and is decided and completed in close collaboration with one's mentor.

IAPE English Trainers Corps participants make the additional commitment to provide mentoring and support to colleagues. This can take many forms and is decided and completed in close collaboration with one's mentor. Participants offer workshops at their schools and academic conferences, publish scholarly articles, and serve as instructors and facilitators during future IAPE programs. Upon successful completions of the three-year service commitment, participants are eligible to receive a certificate of completion.

"I went there to learn about a teaching method and I came back with a life lesson…You not only taught us a way of teaching but a way of caring."

— María de Lourdes V., Universidad Tecnológica de Tlaxcala


Inter-American Development Bank

In 2014, the Inter-American Development Bank published the results of a ground-breaking randomized control trial (RCT) evaluation of the IAPE Inspiring English Teachers program. The independent evaluation sought to measure the effects of IAPE training on participants and their students. The study was conducted with the cooperation of the Mexican States of Puebla and Tlaxcala and involved 144 high school and middle school teachers and their students. RCTs are the most rigorous evaluation available and the authors found only three previous RCTs on the effects of in-service teacher training on student learning. All three previous studies were conducted in the United States and none found measurable results. To the authors' knowledge, this is the first study of its kind ever conducted in Latin America and the first to show measurable results.

Here are some highlights of the findings, collected an average of 30 weeks after teachers' participation in IAPE training:

  • Teacher Instruction is More Dynamic
    • Compared to the control group, IAPE-trained teachers spent less class time having students work in their notebooks while seated at their desks and more time engaging them in dynamic activities. They spoke more English in class, used didactic materials more and textbooks less, and demonstrated more confidence, command of class and stage presence while teaching.
  • Students are More Engaged
    • Students of IAPE teachers spent more class time listening and engaging in conversations in English, displayed more excitement for learning, and devoted more time to studying English outside of class.
  • Student Learning Outcomes are Stronger
    • After an average of 30 weeks of exposure, students of IAPE teachers had progressed 10 more weeks in reading, speaking, and listening skills than students of non-IAPE teachers.
  • Student Expectations and Beliefs
    • Students of IAPE teachers reported higher expectations of having a job at age 30 and attending university.

Read the full report here.


From its inception, Worldfund contracted the Mexico-City based consulting firm Aseguramiento de la Calidad en la Educación y en el Trabajo, S.C (ACET) to conduct independent evaluations of the IAPE program.

When compared to a pre-program baseline, ACET's 2009 and 2010 studies found statistically significant increases in:

  • The percentage of time that students spoke English in class
  • The motivation and participation of students in class; the comfort students felt in speaking English both inside and out of the classroom
  • The percentage of teachers who reported collaborating with colleagues in the design of their classroom activities

The studies also found that teachers reported having more confidence in their ability to teach English; more empathy toward their students; and more appreciation of their role as teachers and of their students’ needs. The study found English language supervisors who had participated in the program to be reaching out more to support those teachers under their supervision; to be more interested in creating appropriate teaching materials; to be developing more appropriate teaching materials; and to be demonstrating increased interest in training their teachers to improve their teaching practices and student learning.

IAPE Program Profile

Launched in: 2007
Location: All 32 states in Mexico
Number of educators trained: 2,133
Number of students reached to-date: over 1.5 million

Thank you! Help Worldfund train and support visionary school leaders in Latin America.

Download More Information!


Worldfund gratefully acknowledges the following generous donors for their support of IAPE:

  • Bécalos
  • Bio-PAPPEL
  • Fundación Carlos Casanueva Pérez
  • Fundación Encuentra Tu Camino Amigo
  • Gentera
  • Claudio X. González Laporte
  • J.P. Morgan Chase Foundation
  • Promotora Social México
  • United States Embassy in Mexico

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