Long Island Mathematics and Teacher Education Scholarship Program

培养高质量的STEM教师是国家的优先事项，在日益技术化的经济中，这是科学进步、国家卫生举措推进和国家整体繁荣的基础。长岛数学和教师教育（MaTE）奖学金项目是NSF Noyce奖学金和津贴项目。它涉及长岛大学邮政（LIU Post）、格伦湾和南亨廷顿公立学区以及萨福克县社区学院之间的合作。MaTE项目旨在培养奖学金获得者成为长岛郊区各种高需求学区的高素质中学数学教师。尽管许多项目的重点是为城市学校提供多样化的教学队伍，但人口向郊区转移也需要考虑教师的多样性。根据2010年的人口普查，少数民族占郊区人口的35%，少数民族人口从内城向郊区的迁移不断增加。MaTE计划旨在通过向大约24名Noyce学者提供在高需求中学有效工作所需的数学和教学内容知识来应对这些问题。该计划强调文化响应教学法。MaTE计划旨在指导三组学者，从他们在社区大学的最初几年开始，一直延伸到LIU Post的大三和大四。在刘的任期内，每位学者将获得两年的奖学金支持，以及指导等额外支持。这种教育经历包括在格伦湾和南亨廷顿学区的中学进行密集的临床实习，这两个学区都位于少数民族人口众多的郊区社区。最终将获得数学学士学位，并获得纽约州中学数学教育（7-12年级）的初步教学证书。该项目包括一个由萨福克县社区学院组织和运营的暑期微积分强化课程，旨在帮助社区大学生学习数学课程，并作为MaTE项目的招聘工具。收集的项目数据将向参与者、数学和数学教育教授以及社区学区提供与以下项目目标相关的循证结果：(1)为大学数学教师、大学教育教师、社区学院教职员工以及当地高需求学区的教师之间的成功合作提供可复制的模式；(2)将内容知识与最佳实践相结合，培养准备更充分、效率更高的新教师；(3)通过招募来自STEM中代表性不足的学生，增加本地STEM教师队伍并使其多样化，这些学生反过来可能成为来自类似背景的学生的榜样；4)提高少数民族学生在中学的表现，并通过提供具有相似背景的训练有素的教师来缩小多数民族学生与少数民族学生之间的差距。预计以证据为基础的研究结果和向地区高需求学区增加24名数学教师将为国家培养STEM领域教师的持续努力做出重要贡献。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Educating high-quality STEM teachers is a national priority that underpins progress in science, the advancement of national health initiatives, and overall national prosperity in an increasingly technical economy. The Long Island Mathematics and Teacher Education (MaTE) Scholarship Program is a Track 1 NSF Noyce Scholarships and Stipends project. It involves a collaboration between Long Island University Post (LIU Post), the Glen Cove and South Huntington public school districts, and Suffolk County Community College. The MaTE program aims to prepare scholarship recipients to become highly-qualified secondary mathematics teachers in diverse suburban high-need school districts on Long Island. Although many programs focus on providing diverse teaching corps to urban schools, population shifts to the suburbs also require consideration of teacher diversity. Based on the 2010 census, minorities constituted 35 percent of all people living in suburbs, and the outward migration of minority populations from the inner city to suburbia keeps growing. The MaTE program seeks to respond to these issues by providing approximately 24 Noyce Scholars with mathematical and pedagogical content knowledge needed to work effectively in high-need secondary schools. The program emphasizes culturally responsive pedagogy. The MaTE Program aims to guide three cohorts of Scholars, beginning in their initial years in community college and extending through their junior and senior years at LIU Post. During their tenure at LIU, each Scholar will receive two years of scholarship support, as well as additional supports such as mentoring. This educational experience includes an intensive clinical residency in secondary schools within the Glen Cove and South Huntington school districts, both of which are in suburban communities with large minority populations. It will culminate in a B.A. Mathematics degree with a New York State initial teaching certification in secondary mathematics education (Grades 7-12). The program includes a summer Calculus Enrichment Program, organized and operated by Suffolk County Community College, intended to aid community college students in their mathematics courses and serve as a recruitment tool for the MaTE program. Collected project data will inform participants, professors of mathematics and mathematics education, and community school districts of evidence-based results related to the following program goals: (1) Providing a replicable model for a successful collaboration between university mathematics faculty, university education faculty, community college faculty and staff, and teachers in local high-need school districts; (2) Connecting content knowledge and best practices to develop a better prepared and more effective new teachers; (3) Increasing and diversifying the corps of local STEM teachers by recruiting students from underrepresented populations in STEM who may, in turn, serve as role models to students from similar backgrounds; and 4) Improving the performance of minority students in secondary schools and reduce the gap between majority and minority students by providing highly trained teachers from similar backgrounds. It is anticipated that evidence-based findings and the addition of 24 mathematics teachers to regional high-need school districts will make important contributions to ongoing national efforts to produce teachers in STEM fields.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.