Collaborative Research: Retention, Persistence, and Effectiveness of STEM Teachers in High-need School Districts-An Investigation of the NSF Robert Noyce Teacher Scholarship

合作研究：高需求学区 STEM 教师的保留、持久性和有效性——对 NSF 罗伯特·诺伊斯教师奖学金的调查

• 批准号: 1950284
• 负责人: Michael Hansen
• 金额: $ 34万
• 依托单位: Brookings Institution
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1950284&HistoricalAwards=false
• 关键词: Collaborative; Research; Retention; Persistence; Effectiveness

This project aims to investigate how to build a reliable high-quality supply of STEM teachers for high-need school districts. This work will contribute to the national need for educating a robust and diverse STEM workforce. The project will analyze whether and, if so, how scholarships provided by the Noyce Teacher Scholarship Program help to alleviate STEM teacher shortages. The project seeks also to provide insights about how to create partnerships between local school districts and higher education institutions. The collaborating institutions are in two populous states, and together serve both rural and urban school districts and cover multiple STEM disciplines. This research has the potential to raise awareness of challenges STEM teachers face in high-need settings and to suggest policy solutions to address these challenges. In addition, the project will contribute to understanding the influence of the Noyce program on the STEM teacher workforce.This project involves three core research institutions (Texas State University, Florida Atlantic University, and The Brookings Institution) and four collaborating institutions with Noyce programs (Texas State University, University of Texas at Arlington, University of West Florida, and Florida International University). The project will mine local and national databases for patterns that uncover the impact of Noyce projects on the supply of STEM teachers in the school districts they serve. The project seeks to raise awareness of challenges specific to STEM teachers in high-need settings, generate evidence-based policy solutions, and promote a better understanding of how Noyce projects influence the STEM teacher workforce. Project research questions include: (1) What are the characteristics of STEM teachers in high-need school districts and how have these characteristics changed over time? (2) What factors are associated with STEM teacher retention and persistence in high-need school districts? (3) What types of district or school programs or policies are associated with stronger STEM workforce measures? (4) What is the estimated impact of proximity to the Noyce program on the STEM teacher workforce in high-need school districts? (5) Do high-need school districts with higher proportions of Noyce graduates perform better on student outcomes or experience smaller race- or poverty-based gaps than other high-need school districts with fewer Noyce graduates? (6) What are the demographics and qualifications of the STEM teacher candidate pool, and how do they change during the training process? (7) Do different programs have varying levels of success getting candidates through their programs? (8) How do local high-need school districts perceive teachers coming from Noyce institutions? The research team will use secondary data and collect primary data to examine these questions. Secondary data will include several nationally representative surveys on teachers, schools, school districts, and principals administered by the National Center on Education Statistics. New primary data will be generated through interviews at collaborating institutions with Noyce programs and through the administration of an alumni survey. The research team will also work with collaborating Noyce institutions to extract and analyze program data on the selection and matriculation of teacher candidates. This Track 4: Noyce Research project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在调查如何为高需求学区建立可靠的STEM教师供应。 这项工作将有助于教育强大而多样化的STEM劳动力的国家需求。该项目将分析Noyce教师奖学金计划提供的奖学金是否有助于减轻STEM教师短缺。该项目还旨在提供有关如何在当地学区和高等教育机构之间建立伙伴关系的见解。合作的机构位于两个人口稠密的州，共同为农村和城市学区服务，并涵盖了多个STEM学科。这项研究有可能提高人们对STEM教师在高需求环境中面临的挑战的认识，并提出解决这些挑战的政策解决方案。 此外，该项目将有助于理解NOYCE计划对STEM教师劳动力的影响。该项目涉及三个核心研究机构（德克萨斯州立大学，佛罗里达州大西洋大学和布鲁金斯机构）以及与Noyce计划（德克萨斯州州立大学，德克萨斯州德克萨斯大学，德克萨斯州阿林顿大学，佛罗里达大学和佛罗里达大学和佛罗里达大学和国际大学）的四个合作机构。该项目将挖掘本地和国家数据库的模式，以揭示Noyce项目对他们所服务学区STEM教师供应的影响。该项目旨在提高人们对在高需求环境中特定于STEM教师的挑战的认识，产生基于证据的政策解决方案，并更好地了解Noyce项目如何影响STEM教师劳动力。项目研究问题包括：（1）高需求学区的STEM教师的特征是什么？随着时间的推移，这些特征如何改变？ （2）在高需求学区的STEM教师保留和持久性方面有哪些因素？ （3）哪些类型的地区或学校课程或政策与更强的STEM劳动力措施有关？ （4）邻近计划对高需求学区STEM教师劳动力的估计影响是什么？ （5）与其他NOYCE毕业生更少的高需求的高需求的学区相比，具有更高比例的NOYCE毕业生比例更高的高比例学区的高等学区？ （6）STEM教师候选人池的人口统计和资格是什么？在培训过程中它们如何改变？ （7）不同计划是否成功地通过其计划获得候选人？ （8）当地高需求的学区如何看待来自Noyce机构的教师？研究团队将使用辅助数据并收集主要数据来检查这些问题。次要数据将包括有关国家教育统计中心管理的教师，学校，学区和校长的几项全国代表性调查。新的主要数据将通过与Noyce计划的合作机构的访谈以及校友调查生成。研究团队还将与Noyce机构合作，以提取和分析有关教师候选人的选择和入学的计划数据。该曲目4：Noyce研究项目得到了Robert Noyce教师奖学金计划（NOYCE）的支持。 NOYCE计划支持才华横溢的STEM本科专业和专业人士成为有效的K-12 STEM老师，并经验丰富的K-12 STEM老师成为高需求学区的STEM大师教师。它还支持有关K-12 STEM教师在高需求学区的持久性，保留和有效性的研究。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，认为值得通过评估来支持。