1. Selected Results from the Robert Noyce Teacher Scholarship Program Evaluation Frances Lawrenz Christina Madsen University of Minnesota

2. Noyce Program Evaluation University of Minnesota based Noyce Program evaluation team Extensive web site with data bases Partnered with the Noyce projects Created an evaluation of the Noyce Program Supplements current local evaluations Provides information on the effects of the Noyce Program overall.

3. Evaluation Data Sources Surveys (All conducted in 2007) –PI online survey (N=67) –Scholar online survey (N=555) –Disciplinary faculty online survey (N=80) Interviews –Scholars in progress (N=34) (2007-2009) –Districts (N= 19) (2007-2008) Monitoring data (ORC) collected for NSF (507 matches)

4. Today’s Presentation Characteristics of Noyce teacher preparation programs Recruitment of scholars Perceptions of the Noyce scholarship Scholar leadership

5. Teaser Questions The responding PIs indicated the number of teacher education strands or preparation programs that Noyce Scholars participate in. What was the highest number of strands an individual PI indicated? –One program reported having 8 different strands which STEM teacher could follow to achieve certification. In regard to meetings, 67% of PIs indicated that the Noyce money supported meeting with Noyce scholars during the program, however what percentage of PIs reported the Noyce money supports meeting with scholars AFTER program completion? –54% indicated the Noyce money supports meetings with scholars after program completion. What percentage of responding scholars indicated they strongly agreed/agreed with the following statement? ‘If I had to do it all over again, I would choose the same teacher preparation program and/or route into teaching.’ –80% of responding scholars strongly agreed/agreed.

6. Questions continued… What percentage of PIs reported that education about different cultures was a required opportunity in their teacher certification program? –83% indicated that education about different cultures was a required opportunity. What percentage of STEM faculty reported that STEM majors who intended to become teachers had higher/similar abilities levels compared to STEM non teacher majors? –65% of STEM faculty members believed that STEM majors going into teaching had high/similar abilities levels compared to non teaching STEM majors. In response to reasons that influenced their decision to become STEM teacher, what percentage reported ‘I feel this career allows me to ‘make a difference’ in the world?’ –97% indicated teaching allows them to make a difference in the world.

7. Projects’ Overview (PI reports) Total of 141 strands reported –One project reported having 8 different strands –70% reported having one or two strands –Strand breakdown: 49 Undergraduate programs leading to a bachelor’s degree 17 Teaching credential (no degree) 27 Post-bac or graduate program (no master’s awarded) 27 Graduate program 21 Other 60% of projects had students begin full-time teaching after completion of their certification program 40% had students start full-time teaching before completion of their certification program.

8. Noyce Supported Meetings

9. High Need or Diversity Opportunities High needs/diversity opportunities required in their teacher preparation programs as reported by PIs.

10. Comparison of Perceived Ability of STEM majors STEM faculty perceptions of the ability of STEM majors going into teaching compared to other STEM majors.

11. Decision to Become a Teacher

12. Recruitment Strategies

13. Timing of Teaching Decision When scholars were asked, ‘Did you first learn about the Noyce scholarship before or after you decided to become a teacher?’ –86.4% indicated they learned about the scholarship AFTER they decided to become a teacher. –13.6% indicated they learned about the scholarship BEFORE they decided to become a teacher.

14. Recruitment Strategy Use by Scholars who had Already Decided to Become a Teacher Responding scholars indicated the timing of teaching decision and recruitment strategies.

15. Think and Talk Activity From the data, it appears that many factors are important for the recruitment of high quality STEM scholars. –What recruitment strategies are available at your institution? What works? What doesn’t? –What recruitment strategies do you think would be ideal for recruiting more STEM scholars into teaching? What factors affect recruitment?

16. Influence of Noyce Scholarship on Teaching Decision Yes Possibly No Learning about the scholarship BEFORE deciding to become a teacher, would you have become a teacher if you had not received the Noyce Scholarship? Learning about the scholarship AFTER deciding to become a teacher, would you have become a teacher if you had not received the Noyce Scholarship? Responding scholars indicated the timing and influencing of the scholarship on their teaching decision.

17. Influence of Noyce Scholarship on High Needs Teaching Decision Learning about the scholarship BEFORE deciding to become a teacher, would you have taught in a high needs school if you hadn’t participated in the Noyce program? Yes Possibly No I will not teach in a high needs school Responding scholars indicated the timing and influencing of the scholarship on their teaching decision. Learning about the scholarship AFTER deciding to become a teacher, would you have taught in a high needs school if you hadn’t participated in the Noyce program?

18. Noyce Funding Effects on Recruitment Responding PIs indicated the influence of Noyce funding on recruitment.

19. Effect of the Noyce Funding According to the Districts From 19 District Interviews –The most prominent theme was a “recruitment pipeline.” the Noyce program provided a direct route for high need schools and districts to draw in math and science teachers. –One-quarter of district representatives mentioned that Noyce program drew more minority and disadvantaged teaching candidates into their schools. –How their districts would be affected if Noyce was discontinued Regularly mentioned how their pool of math and science teaching candidates would be depleted. Quality of candidates would be reduced.

20. Think and Talk Activity What is the most important effect of the Noyce funding?

21. Leadership Responding scholars indicated agreement level to the above statement.

22. Leadership and Demographics In the next three years, I am likely to assume a leadership position (e.g., lead teacher, department chair, official or unofficial mentor). Responding scholars indicated their agreement level to the above statement. FemaleMaleWhiteNon WhiteTeaching in high need schools Teaching in another type of school Strongly Agree 28.131.728.530.630.525.0 Agree 30.127.927.035.330.126.9 Neither agree nor disagree 24.524.024.522.423.130.8 Disagree 13.314.416.09.413.013.5 Strongly Disagree 4.02.04.02.33.33.8

23. Scholar Interviews and Leadership 9 of 29 scholars interviewed held leadership positions. These positions include: –Math or science department chair –Math and science coordinators –Trainers for new teachers –Geometry team leader –National Honor Society advisor Of the 9 scholars –Minimum years of teaching was 2 and maximum was 6 –Minimum years in leadership role 1 and maximum was 2 –7 of the 9 scholars are teaching in high needs school (the two other scholars are no longer teaching however one is receiving a PhD for math and science education)

24. District Interviews and Leadership From 19 District Interviews –Three district representatives –Noyce scholars taking on leadership roles teaching Advanced Placement courses volunteering to serve on committees

25. Think and Talk Activity What factors do you think influence leadership? How do teacher certification programs promote leadership? Leadership in high need schools. Does it look different? Is it more important? –Why or why not?

26. Thank you! Frances Lawrenz Christina Madsen