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STEM Teacher Preparation for High-Need Schools: Inventory of Selected NSF Robert Noyce Programs

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Title: STEM Teacher Preparation for High-Need Schools: Inventory of Selected NSF Robert Noyce Programs
Language: English
Authors: David Devraj Kumar, Sharon Moffitt, Michael Hansen, Li Feng
Source: Journal of Science Education and Technology. 2025 34(2):236-251.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1950013
1950292
Document Type: Journal Articles
Reports - Research
Descriptors: STEM Education, Scholarships, Teacher Education Programs, At Risk Students, Student Characteristics, Educational Practices, Qualifications
DOI: 10.1007/s10956-024-10167-z
ISSN: 1059-0145
1573-1839
Abstract: Results of a Principal Investigators Programmatic Data Inventory (PDI) of a National Science Foundation Robert Noyce Track Four project are discussed in this paper. The PDI results shed light on the development of STEM teacher scholars as they progress through the programs and of the qualifications and procedures of the application process. The PDI inventory focused on the demographics and qualifications of the Noyce scholar pool, changes during the training process, progress of high-priority teacher candidate groups, etc. A survey was developed and administered anonymously through Qualtrics to the Principal Investigators in four institutions housing Noyce scholarship programs. Key findings of the Inventory are presented and discussed with recommendations and implications.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463891
Database: ERIC
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  Value: <anid>AN0183971585;4n601apr.25;2025Mar26.05:26;v2.2.500</anid> <title id="AN0183971585-1">STEM Teacher Preparation for High-Need Schools: Inventory of Selected NSF Robert Noyce Programs </title> <p>Results of a Principal Investigators Programmatic Data Inventory (PDI) of a National Science Foundation Robert Noyce Track Four project are discussed in this paper. The PDI results shed light on the development of STEM teacher scholars as they progress through the programs and of the qualifications and procedures of the application process. The PDI inventory focused on the demographics and qualifications of the Noyce scholar pool, changes during the training process, progress of high-priority teacher candidate groups, etc. A survey was developed and administered anonymously through Qualtrics to the Principal Investigators in four institutions housing Noyce scholarship programs. Key findings of the Inventory are presented and discussed with recommendations and implications.</p> <p>Keywords: High-need school; Demographics; STEM; Teacher preparation; NSF Robert Noyce; Data inventory; Survey</p> <p>Copyright comment Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</p> <hd id="AN0183971585-2">Introduction</hd> <p>Teachers are key to the success of students within a school. Ensuring a robust supply of high-quality STEM (Science, Technology, Engineering, and Mathematics) teachers into K-12 classrooms across the country is a key strategy in improving student achievement in STEM disciplines and STEM workforce readiness (Kumar, [<reflink idref="bib17" id="ref1">17</reflink>]; Feng et al., [<reflink idref="bib9" id="ref2">9</reflink>]). In this context, the National Science Foundation's Robert Noyce Teacher Scholarship program provides support for training STEM teachers to teach specifically in high-need districts (American Association for the Advancement of Science, [<reflink idref="bib2" id="ref3">2</reflink>]; National Science Foundation, NSF, [<reflink idref="bib26" id="ref4">26</reflink>], [<reflink idref="bib27" id="ref5">27</reflink>]). However, there is limited research-based evidence describing how these Noyce programs operate, their objectives, and how the student body evolves through the course of the program. This research paper attempts to fill this research gap to help inform this understanding. The Robert Noyce Scholarship Program is one of several efforts by the National Science Foundation to address the critical need for recruiting, preparing, and retaining highly effective elementary and secondary mathematics and science teachers and teacher leaders in high-need school districts. To achieve this goal, the Noyce program provides Scholarships for talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers. A Noyce Scholar is a student in a Noyce STEM Teacher Preparation program who receives Noyce Scholarship funds and agrees to work in a high-need school district after they complete their training as a condition of receiving those funds. According to the National Science Foundation, a high-need school district as defined in Section 201 of the Higher Education Act of 1965 (20 U.S.C. 1021) and is based on a variety of measures, including student eligibility for the free and reduced-price lunch program, teacher qualifications, and teacher turnover in the district. It should be noted that we are particularly concerned about STEM teacher staffing in high-need school districts, and with good reason. Virtually all staffing problems are exacerbated in high-need settings. The STEM teacher workforce is especially vulnerable here. A weak STEM teacher workforce in disadvantaged settings has policy-relevant consequences. First, it implies lower-quality STEM instruction within high-need districts, implicitly providing fewer opportunities for these students by blocking access to high-paying, high-demand jobs of the future. And second, it undermines efforts to diversify STEM fields, which have a long history of low participation among historically underrepresented populations, including African Americans, Hispanics, Native Americans, females, and persons from economically disadvantaged backgrounds. Ensuring universal access to high-quality STEM teachers, therefore, is expected to improve the inclusion of both STEM fields and society at large.</p> <p>This paper is part of a larger, mixed-method study that evaluates various aspects of collaborative Noyce programs and the STEM teacher workforce. Some of the major research questions of this multi-stage research project are as follows: What are the demographics and qualifications of the STEM teacher candidate pool, and how do they change during the preparation process? Do different programs have varying levels of success getting high-priority candidates through their programs? How do local high-need districts perceive teachers coming from Noyce institutions and have the availability of the Noyce program graduates reduced staffing challenges? (Hansen et al., [<reflink idref="bib15" id="ref6">15</reflink>]; Kumar et al., [<reflink idref="bib18" id="ref7">18</reflink>], [<reflink idref="bib19" id="ref8">19</reflink>]).</p> <p>The Track 4, Objective Three mixed method study involved a Programmatic Data Inventory (PDI), a Noyce Scholar alumni survey, and interviews with program and school district staff. A principal investigators PDI was conducted during year one of the project period. The purpose of the PDI was to gain insight into key aspects of the development of STEM teacher scholars as they progressed through the programs, and of the qualifications and processes of the application. The PDI inventory also solicited information on the demographics and qualifications of the Noyce scholar pool, changes during the training process, progress of high-priority teacher candidate groups, etc. To gather background information for this multi-pronged research of Noyce Teacher preparation programs, a review of selected Noyce program evaluations was undertaken.</p> <hd id="AN0183971585-3">Review</hd> <p>Universities and colleges receiving NSF Robert Noyce funds are expected to create partnerships across departments to involve faculty from both sciences and education to develop strong content knowledge among Noyce scholars, then offer mentoring and induction support in the field (Feng et al., [<reflink idref="bib8" id="ref9">8</reflink>]). The Noyce program provides support in four tracks; Track 1—scholarships and stipends (intended for undergraduate students), Track 2—teaching fellowships (intended to help transition those already working in a STEM field to transition into teaching), Track 3—master teaching fellowships (intended for developing leadership skills among experienced STEM teachers), and Track 4—for research. Relatively little is known about how the teacher candidate pools in Noyce programs develop and evolve as scholars progress through the Noyce programs. Within Track 4, we will describe Objective Three Area, which focused on the preparation of STEM teacher candidates among collaborating Noyce institutions using mixed-method research that included a programmatic data inventory, an alumni survey, and interviews.</p> <p>The focus on the composition of the teacher candidate pool in the program is important, particularly in light of the Noyce Program's focus on high-need districts. Students in high-need settings are disproportionately students of color, and much empirical research has shown that students of color benefit with exposure to teachers who share their same backgrounds (Gershenson et al., [<reflink idref="bib10" id="ref10">10</reflink>]). Students in high-need settings are more likely to be taught by inexperienced and/or underqualified STEM teachers, a symptom of low access to quality instruction that has persisted for more than 20 years (Banilower et al., [<reflink idref="bib3" id="ref11">3</reflink>]). Additionally, in an analysis of the National Survey of Science and Mathematics Education (NSSME+) (Banilower et al., [<reflink idref="bib3" id="ref12">3</reflink>]) results, Kumar ([<reflink idref="bib17" id="ref13">17</reflink>]) found that over 50% of classes in the highest quartile with a high proportion of students eligible for Free or Reduced-Price Lunch (FRPL) are less likely to be taught by teachers with a substantial science background, such as a degree or at least three advanced science courses compared to classes in the lowest quartile. The study also raised equity concerns based on the disparity in the median amount of dollars spent per pupil between the highest quartile and the lowest quartile of students eligible for FRPL.</p> <p>A literature review of was conducted prior to developing the PDI. The review focused on systematically selecting and analyzing the Noyce literature. An internet search generated 38 sources of information on Noyce projects. Further screening resulted in 11 relevant sources that provided information on how the project was organized that we could compare, representing approximately 989 students, faculty members, alumni, and mentors from various regions of the United States as follows: Alemdar et al. ([<reflink idref="bib1" id="ref14">1</reflink>]), Greer ([<reflink idref="bib12" id="ref15">12</reflink>]), Lawrenz et al. ([<reflink idref="bib20" id="ref16">20</reflink>]), Manning, Brooks, and Goodman ([<reflink idref="bib21" id="ref17">21</reflink>]), McCoy ([<reflink idref="bib22" id="ref18">22</reflink>]), Mumford and Newcomer ([<reflink idref="bib24" id="ref19">24</reflink>]), Sampson ([<reflink idref="bib31" id="ref20">31</reflink>]), Travis et al. ([<reflink idref="bib32" id="ref21">32</reflink>]), Wang ([<reflink idref="bib33" id="ref22">33</reflink>], [<reflink idref="bib34" id="ref23">34</reflink>]), and Whitfield ([<reflink idref="bib35" id="ref24">35</reflink>]). The literature review focused on the following factors: purpose, procedure, participants, methods, results, and improvements to the operations of a university-based Noyce program (Moffitt & Kumar, [<reflink idref="bib23" id="ref25">23</reflink>])</p> <p>A theme of efficacy was evident in the literature reviewed. Scholars felt empowered, which impacted their classroom practices. Scholars reported that their expertise increased, and there was an overall sense of well-being (Almedar et al., [<reflink idref="bib1" id="ref26">1</reflink>]; Whitfield et al., [<reflink idref="bib36" id="ref27">36</reflink>]). Mentoring was also seen as an important variable to create positive perceptions and build the confidence of the scholars. Another theme found was that an individual's motivation to apply to the program might be due to the incentive the Noyce scholarship provided. There are indications that the scholarship funds supported students' financial well-being and their desire to teach in a high-need school. Latino and Black scholars indicated the funding was more important than did white students. (Greer, [<reflink idref="bib12" id="ref28">12</reflink>]; Lawrenz et al., [<reflink idref="bib20" id="ref29">20</reflink>]; Manning et al., [<reflink idref="bib21" id="ref30">21</reflink>]; Sampson, [<reflink idref="bib31" id="ref31">31</reflink>]). This topic is reviewed further in the following research. Mentoring was noted as a significant part of the programs to both support and sustain students in high-need schools, though programs vary in how mentoring is offered (Greer, [<reflink idref="bib12" id="ref32">12</reflink>]; Lawrenz et al., [<reflink idref="bib20" id="ref33">20</reflink>]; Manning et al., [<reflink idref="bib21" id="ref34">21</reflink>]; Mumford et al., [<reflink idref="bib25" id="ref35">25</reflink>]; Travis et al., [<reflink idref="bib32" id="ref36">32</reflink>]; Wang, [<reflink idref="bib34" id="ref37">34</reflink>]). Not every scholar fulfilled their scholarship commitment. Some scholars reported poor treatment of teachers by school administration, low salaries, and difficulty finding jobs in high-need schools (Moffitt & Kumar, [<reflink idref="bib23" id="ref38">23</reflink>]).</p> <p>Some common themes emerging from a few evaluative recommendations are; develop a targeted selection process for identifying STEM students interested in teaching, prepare for the realities of teaching in high-need schools, provide tailored opportunities (e.g., shadowing an experienced STEM teacher) for teaching in high-need classrooms, enhance opportunities for team building and community development before and after graduation from the Noyce program, and include a highly developed mentoring program.</p> <hd id="AN0183971585-4">Method</hd> <p>An inventory approach was used for this study. An inventory instrument–the principal investigators Programmatic Data Inventory (PDI) was developed based on the purpose of the NSF Track 4 research project, general information about the participating Noyce STEM teacher preparation programs, literature review (Moffitt & Kumar, [<reflink idref="bib23" id="ref39">23</reflink>]), and resources such as Lawrenz et al. ([<reflink idref="bib20" id="ref40">20</reflink>]), and Whitfield et al. ([<reflink idref="bib36" id="ref41">36</reflink>]). Data was collected from the collaborating principal investigators (hereafter termed Collaborators) from four Noyce Scholarship Programs at four participating Universities who participated in this NSF project to gain information regarding the success of the program, selection process, demographics of scholars, support systems for scholars and graduates, and curriculum development among other topics (Kumar et al., [<reflink idref="bib19" id="ref42">19</reflink>]).</p> <p>Subjects were collaborators who are the principal investigators of respective Noyce programs in four collaborating institutions in two southern states (Florida and Texas). The four collaborating Noyce institutions in this Programmatic Data Inventory have different disciplinary areas (Biological Sciences, Chemistry, Geosciences, Mathematics, Physics), different locale (urban/rural) and different school levels (middle and high school level). All collaborators provided selected programmatic data available for this research project through survey responses to include the following: demographics of scholars at beginning of the program, demographics at graduation and continuing, gender at beginning of program, gender at graduation and continuing, candidate screening criteria, selection criteria met by scholars, program requirements, field experience, school district collaboration, additional opportunities for Noyce Scholars, and impact of COVID-19 pandemic on the delivery of the program. Though the length of data available varies across collaborators, all provided at least the five most recent years of this data.</p> <p>The Programmatic Data Inventory with the approval of the Institutional Review Board of Florida Atlantic University was administered to the collaborators (<emph>N</emph> = 4) at the respective participating institutions through Qualtrics. Collectively, these four institutions represented approximately 270 current or former Noyce scholars. Responses to Programmatic Data Inventory were pooled and data analyzed using R stat (R Core Team, [<reflink idref="bib29" id="ref43">29</reflink>]) and charts generated using "ggplot2" package (Wickham, [<reflink idref="bib37" id="ref44">37</reflink>]).</p> <hd id="AN0183971585-5">Results</hd> <p></p> <hd id="AN0183971585-6">Demographic Information Ethnicity</hd> <p>At the beginning of the program, of the 267 Noyce Scholars, 47.2% (<reflink idref="bib126" id="ref45">126</reflink>) were White, 31.1% (<reflink idref="bib83" id="ref46">83</reflink>) were Hispanic/Latino, 9.7% were Asian, 9.4% were African–American, and 2.6% (<reflink idref="bib7" id="ref47">7</reflink>) were Native American or other ethnicities. Of the 236 Noyce Scholars who graduated or remain in the program, 49.1% (<reflink idref="bib116" id="ref48">116</reflink>) were White, 31.3% (<reflink idref="bib74" id="ref49">74</reflink>) were Hispanic/Latino, 8.5% (<reflink idref="bib20" id="ref50">20</reflink>) were Asian, 8.5% (<reflink idref="bib20" id="ref51">20</reflink>) were African–American, and 2.6% (<reflink idref="bib6" id="ref52">6</reflink>) were other ethnicities (Fig. 1).</p> <p>Graph: Fig. 1 Percentage of Noyce Scholars by ethnicity at the beginning, and who graduated or continuing in the program</p> <p>On average, about 88% of students completed the program, with White scholars being the most likely to complete the program. Regarding the percentages of the leavers within each ethnicity, the survey observed that about 8% (<reflink idref="bib10" id="ref53">10</reflink>) of the White scholars, about 11% (<reflink idref="bib9" id="ref54">9</reflink>) of the Hispanic/Latino scholars, 20% (<reflink idref="bib5" id="ref55">5</reflink>) of the African–American scholars, 23% (<reflink idref="bib6" id="ref56">6</reflink>) of the Asian scholars, and the only native scholar left the program. All scholars (<reflink idref="bib6" id="ref57">6</reflink>) of the other ethnicities continued in the program (Fig. 2). Prior work on racial representation at various points along the teacher pipeline (e.g., Carver-Thomas, [<reflink idref="bib6" id="ref58">6</reflink>]; Putman et al., [<reflink idref="bib28" id="ref59">28</reflink>]), similarly show greater persistence among White teacher candidates relative to minoritized racial and ethnic groups.</p> <p>Graph: Fig. 2 Percentage of leavers within each ethnicity</p> <hd id="AN0183971585-7">Gender</hd> <p>At the beginning of the program, of the 267 Noyce Scholars, the majority 61.4% (<reflink idref="bib164" id="ref60">164</reflink>) were female, and 38.6% (<reflink idref="bib103" id="ref61">103</reflink>) were male. Of the 236 Noyce Scholars graduated or continuing in the program, a majority 64.8% are female, and 35.2% are male. The inventory observed that about 7% of the female Noyce scholars and 19% of the male scholars left the program so far.</p> <p>It should be noted that, unlike the Borman and Dowling's ([<reflink idref="bib4" id="ref62">4</reflink>]) meta-analytic and narrative review of the research on teacher attrition and retention in which they found that women were significantly more likely to leave teaching than men, this survey observed that just 7% of the female Noyce scholars left the training program early, compared to 19% of the male Noyce scholars.</p> <hd id="AN0183971585-8">Candidate Screening Criteria</hd> <p>All participating programs selected the scholars on the basis of their GPA, their upper-level undergraduate status in science or mathematics major, and specific STEM subject disciplines (Fig. 3). Then, 75% used letters of recommendation and personal statement as recruitment criteria. Bachelor's degree in a subject area, previous experience, structured interviews, and demographics were screening criteria in 50% of the programs. The screening criteria of taking additional science or mathematics course work beyond the undergraduate degree, standardized test (such as GRE, SAT, and ACT), and financial needs were applied by 25% of the programs. Graduate degree, subject matter test, attitude tests or measures, or observation of a teaching event were not screening criteria for the participating programs.</p> <p>Graph: Fig. 3 Criteria used for screening Noyce scholars</p> <hd id="AN0183971585-9">Program Requirements</hd> <p>All programs required scholars to participate in teaching method classes specific to the candidate's subject area, opportunities to observe/work on a limited basis at high-need schools, and student teaching experience. Then, 75% of the programs also required scholars to participate in specific development around culture, diversity, and inclusion, mentoring experiences during their first year of teaching, and interaction with children from different cultures. The remaining 25% offered these activities, but did not require them (see Fig. 4).</p> <p>Graph: Fig. 4 Program requirements by percentage</p> <p>About 50% of the programs required scholars to participate in mentoring experience during the second year of teaching, 25% offered this opportunity but it is not a requirement. And this opportunity was not available in 25% of the programs. In addition, education about how to work in high-need schools and student teaching experience in high-need schools were requirements in 50% of the programs. And these activities were offered in 50% of the programs, but are not required. Opportunity to interact with adults from different cultures was offered in 75% of the programs but was not mandatory. This activity was not available in 25% of the programs.</p> <p>All Noyce Scholars are required to participate in student teaching experience, opportunities to observe/work on a limited basis at high-need schools, and in teaching method classes specific to the candidate's subject area. About 95% (<reflink idref="bib253" id="ref63">253</reflink>) of the scholars are also required to participate in specific development around culture, diversity, and inclusion, as well as in mentoring experiences during their first year of teaching. The remaining 5% (<reflink idref="bib14" id="ref64">14</reflink>) of the scholars are offered to participate in both activities. With regard to participating in interaction with children from different cultures, about 86% (<reflink idref="bib229" id="ref65">229</reflink>) of the scholars must meet this requirement. And the remaining 14% of the scholars are offered to participate in this activity, but are not required. Furthermore, about 86% (<reflink idref="bib229" id="ref66">229</reflink>) of the scholars are required to participate in mentoring experience during the second year of teaching, 5% (<reflink idref="bib14" id="ref67">14</reflink>) of the scholars are offered to take part of it but are not required, and this activity is not available to 9% (<reflink idref="bib24" id="ref68">24</reflink>) of the scholars. In addition, education about how to work in high-need schools and student teaching experience in high-need schools are requirements for about 81% (<reflink idref="bib215" id="ref69">215</reflink>) of the scholars. The remaining 20% are offered these activities. Opportunity to interact with adults from different cultures is offered to 95% of the scholars. This activity is not available to 5% of the scholars. In addition, about 77% (<reflink idref="bib205" id="ref70">205</reflink>) of the scholars are offered ongoing contact with the Noyce program faculty, and 23% (<reflink idref="bib62" id="ref71">62</reflink>) are required to maintain contact with the faculty after graduation.</p> <hd id="AN0183971585-10">Field Experience</hd> <p>About 75% of the programs required participation in a research field experience (e.g., participation in a science, technology, engineering, or math (STEM) research project) in the scholars' subject area. Similarly, 75% of the programs required participation in supervised actual classroom teaching in high-need schools. Then, 25% of the programs required the scholars to take part in supervised actual classroom teaching in non-high-need schools. And 25% of the programs required participation in education field experience working outside of schools (e.g., summer camp) with young people similar to those who attended high-need schools in the area (Fig. 5).</p> <p>Graph: Fig. 5 Percentage of programs requiring field experience opportunities of the students</p> <p>Other experiences reported include clinical interviews on learning in STEM, classroom observations, attending professional development seminars, engaging in supervised teaching of K-12 students, block field experience the semester before student teaching, etc.</p> <p>Analyzing the data by number of Noyce scholars, about 86% of the scholars were enrolled in programs that required participation in a research field experience (e.g., participation in a science, technology, engineering, or math (STEM) research project) in their subject area. For about 77% of the scholars, the length of the research experience in their subject area is 41–80 h. For the remaining 9%, the length is 121 h or more. Similarly, about 86% of the scholars are required to participate in supervised actual classroom teaching in high-need schools (this may be called student teaching, internship, etc.) for 121 h or more. Moreover, around 14% of them take part in supervised actual classroom teaching in non-high-need schools as a requirement for the program for at least 121 h. Nearly 5% must participate in education field experience working outside of schools (e.g., summer camp) with young people similar to those who attend high-need schools in the area for 41–80 h. Furthermore, other mandatory field experiences were mentioned by the survey participating programs such as participation in clinical interviews on learning in STEM; classroom observations; attending professional development seminars (for about 72% of the scholars); field experiences throughout the students' coursework through which they engage in supervised teaching of K-12 students (for about 9% of the Scholars); block field experience the semester before student teaching, and three university semester classes taught at a school, including regular observation and practice teaching (for about 14% of the scholars).</p> <hd id="AN0183971585-11">Support for Activities in the Noyce Program</hd> <p>The inventory revealed that the Noyce funding supports the meetings of the Noyce scholars during the program in 100% of the rograms (Fig. 6). However, another support, utilizing the Noyce funding to support meetings of the Noyce scholars after the program was present in half of the participating programs. Furthermore, the Noyce funding supports meetings with district personnel, teachers, and university or other institutional faculty or personnel in 75% (<reflink idref="bib3" id="ref72">3</reflink>) of the programs.</p> <p>Graph: Fig. 6 Program activities supported by Noyce funding</p> <p>Regarding the mentoring activity, this survey observed that, in 100% of the survey participating programs, the Noyce funding supports mentoring of Noyce scholars in the school or by individuals not currently in their school. Moreover, 75% of the survey participating programs utilize the Noyce funding to support mentoring of Noyce scholars by teachers in the same disciplinary area and mentoring by experienced teachers in their schools.</p> <p>They represent about 86% (<reflink idref="bib229" id="ref73">229</reflink>) of the 267 Noyce scholars.</p> <p>Regarding the activities supported by the Noyce funding after graduation, the survey indicates that, in 50% (<reflink idref="bib2" id="ref74">2</reflink>) of the survey participating programs, the funding supports districts in hiring Noyce graduates. They represent about 19.5% (<reflink idref="bib52" id="ref75">52</reflink>) of the 267 Noyce scholars. Moreover, in 75% (<reflink idref="bib3" id="ref76">3</reflink>) of the survey participating programs, the Noyce funding supports retention of teachers in high-need settings. In terms of number of Noyce scholars, these programs represent about 86% (<reflink idref="bib229" id="ref77">229</reflink>) of the 267 Noyce scholars. In 100% of the survey participating programs, the Noyce funding supports scholarships/stipends and data collection about scholars. In only 25% (<reflink idref="bib1" id="ref78">1</reflink>) of the participating programs, the funding supports curriculum review and revising.</p> <p>In most of the programs, the Noyce Scholarship funding provides 75–99% of the tuition that the scholars need to pay. Only in one of the participating programs, which represents about 9% of the Noyce scholars, the Noyce scholarship funding provides 50–74% of the tuition.</p> <hd id="AN0183971585-12">Importance of Noyce Funding for Teacher Preparation Program</hd> <p>Most of the respondents considered that their programs would be substantially different without the Noyce funding. For one of the programs, the respondent pointed out that the program would continue mostly unchanged without the funding because the program was already in place.</p> <p>Effects of Noyce funding on the program was revealed in the following responses. "Noyce program is an enhanced program." The funding did not change it much. The Noyce funding allows for more "workshops that could be offered to students related to working in high-needs schools," "internships opportunities," and "induction support." The Noyce funding "motivates" the students, and "many students are significantly motivated by a large scholarship."</p> <hd id="AN0183971585-13">Noyce Funding and Teacher Certification</hd> <p>All respondents stated that the Noyce funding made their teacher certification program different.</p> <p>Respondents felt the funding resulted in more STEM teachers being produced, more activities and opportunities offered, and improved STEM faculty pedagogy perceptions. One respondent mentioned the improved perception of pedagogy of content courses by the STEM faculty. Another respondent pointed out that The Noyce funding helped to provide workshops offered to students related to working in high-need schools. Two of the respondents mentioned the increase in the number of STEM students pursuing teaching.</p> <hd id="AN0183971585-14">Program Improvements Due to the Availability of Noyce Funding</hd> <p>The Programmatic Date Inventory asked a series of questions about whether the availability of Noyce funding improved various aspects of the teacher training program; collaborators provided their own subjective assessment. Participants believed that the availability of Noyce funding has improved the ability to improve target population, scholars with STEM content degrees, relationships with high-need school districts, and collaboration with school districts to mitigate challenges and needs (Fig. 7).</p> <p>Graph: Fig. 7 Reported improvements due to the availability of Noyce funding</p> <p>The above items were further broken down to separately analyze the improvements in different aspects such as recruitment, external and internal relationships, and collaborations due to the availability of the Noyce funding with the districts to mitigate challenges and needs as perceived by the respondents.</p> <hd id="AN0183971585-15">Ability to Recruit Participants</hd> <p>The inventory revealed that the reported ability to recruit the target students has been improved substantially or exceptionally due to the availability of the Noyce funding (see Fig. 8).</p> <p>Graph: Fig. 8 Influence of Noyce funding on the ability to recruit participants</p> <p>This survey observed that 50% of the participating programs considered that the Noyce funding improved substantially or exceptionally their ability to recruit participants with STEM content degrees, participants committed to teaching in high-need districts, and more students than they would without the funding. The other 50% of the survey participating programs considered that the Noyce funding permitted some improvement in these abilities. Furthermore, 75% of the survey participating programs indicated that the funding improved substantially or exceptionally their ability to recruit participants who would not consider teaching without the funding. The remaining 25% of the programs considered that the Noyce funding permitted some improvement in this ability. In 50% of the programs, the Noyce funding improved substantially the ability to recruit participants with high GPAs.</p> <p>For 25% of the participating programs, there was some improvement in this ability due to the Noyce funding. The other 25% considered that there has been a little improvement. Regarding the recruitment of ethnicities under-represented in STEM, the Noyce funding permitted an exceptional improvement in 50% of the programs. For 25% of the programs, the Noyce funding provided some improvement in the ability to recruit participants from ethnicities under-represented in STEM. The remaining 25% indicate that there has been a little improvement in this ability.</p> <p>This research found that the improvement in the ability to recruit gender-balanced classes due to the availability of Noyce funding was less significant. 50% of the participating programs indicated that there was some improvement. 25% indicated a little improvement and 25% revealed no change in this ability.</p> <hd id="AN0183971585-16">Influence of Noyce Funding on External Relationships</hd> <p>The inventory reported that there has been some or substantial improvements in relationships with high-need school districts. On the other hand, the relationship with surrounding community and businesses or industries did not change or changed just a little for most of the respondents (see Fig. 9).</p> <p>Graph: Fig. 9 Influence of Noyce funding on external relationships</p> <p>Regarding the improvement of relationships with high-need school districts, 50% of the participating programs indicated that there was a substantial improvement due to the availability of Noyce funding. The other 50% indicated a little improvement in relationships with high-need school districts. For 25% of the participating programs, there was a substantial improvement in their relationship with the surrounding community; 25% of the programs considered that there has been a little improvement; and 50% of the programs indicated there was no change in their relationships with surrounding community. The relationships with businesses and industry were less affected by the availability of Noyce funding. Only 25% indicated some improvement, while 75% of the participating programs considered that there was no change.</p> <hd id="AN0183971585-17">Perception/Relationships Within the Institution Due to Noyce Funding</hd> <p>The inventory revealed improvement in internal relationships and perceptions (see Fig. 10). About 50% of the participating programs indicated that the funding helped to influence the perception of students at their institution about careers in teaching. Moreover, the interaction between STEM faculty and STEM education faculty about improving STEM teacher education program has grown due to the Noyce funding availability.</p> <p>Graph: Fig. 10 Influence of funding on perceptions within the institution</p> <hd id="AN0183971585-18">Influence of the Noyce Funding to Collaborate with the Districts to Mitigate Challenges and N...</hd> <p>The inventory showed that there was at least some reported improvement in collaboration with the districts to mitigate challenges and needs; with 50% of the respondents considering that there was an exceptional improvement in the ability to provide reliable source of STEM teachers in the districts. Additionally, 50% of the respondents reported some influence in mitigating STEM staffing needs and challenges of the district (see Fig. 11).</p> <p>Graph: Fig. 11 Funding on collaboration and mitigation</p> <hd id="AN0183971585-19">Percent Hired Versus Job Guarantee at a Local School District</hd> <p>Many Scholars from all survey participating programs are hired by school districts after successfully completing the program. When asked <emph>"What percentage of Noyce graduates from your program are hired at high- need schools"?</emph> all of the participants answered, "More than 71%". However, only 9% of the Scholars are guaranteed a job at a local school district after completing the Noyce program.</p> <hd id="AN0183971585-20">Additional Opportunities and Responsibilities Exclusively for Noyce Scholars</hd> <p>There are additional opportunities and responsibilities that are provided exclusively to Noyce scholars. Most (75%) programs participating in the survey cited conferences as one of them (Fig. 12). Attending conferences with the PI/Co-PI Team, Southeast Noyce (SENOYCE) conferences, and national STEM education conferences are opportunities offered only to Noyce scholars. Noyce Scholar seminars and STEM Saturday seminars (50%) are also available for Noyce Scholars in particular. Likewise, Summer internship at local agencies (60%) and internship involving research (50%) and/or teaching in collaboration with STEM related faculty are opportunities offered only to Noyce scholars. A survey participating program also mentioned that their Noyce scholars participate in a Noyce Scholar Cohort Workshop. Moreover, Noyce Scholar Leader mentoring and visits are provided specifically to Noyce scholars.</p> <p>Graph: Fig. 12 Opportunities available only for Noyce scholars</p> <hd id="AN0183971585-21">Impact of the Pandemic on the Delivery of the Noyce Scholar Program and the Administration of...</hd> <p>When asked how the pandemic events impacted their Noyce Scholar programs, one participant mentioned the high attendance in virtual conferences and seminars. However, most of them cited some limitation due to the pandemic events such as the limited recruitment opportunities, virtual and limited early field experience, limited ability to visit the graduate's classroom. Moreover, the effects on the Scholars were also revealed such as tiredness due to online and mixed media teaching which, according to them, is significantly more difficult and less rewarding.</p> <hd id="AN0183971585-22">Discussion and Implications</hd> <p>The results of this inventory are limited to four collaborating institutions in two different southern states and therefore, may not be generalizable to the NSF supported Robert Noyce community at large. A shift in demographics was noted as the teacher candidates matriculated through the program, where nonwhite candidates are more likely to leave before completing the program compared to white candidates (Fig. 2). This pattern is consistent with other empirical evidence documenting how the teacher pipeline disproportionately loses candidates of color at various stages in the process (e.g., Goldhaber & Mizrav, [<reflink idref="bib11" id="ref79">11</reflink>]; Putman et al., [<reflink idref="bib28" id="ref80">28</reflink>]). Yet, this pattern is discouraging given the program's focus on training teachers for high-need district settings, which serve disproportionate shares of students of color who stand to benefit from increased racial representation. Prior work from multiple sources have explored the evidence and proposed reforms to promote more racial diversity, particularly in the teacher pre-service preparation phase (e.g., Drake et al., [<reflink idref="bib7" id="ref81">7</reflink>]; Gershenson et al., [<reflink idref="bib10" id="ref82">10</reflink>]; Feng et al., [<reflink idref="bib8" id="ref83">8</reflink>]). Recommended reforms typically include diversity and inclusion education, preparatory coursework in culturally responsive pedagogy, aligning student teaching experiences with high-need settings where candidates will likely teach, and mentorship support as candidates finish their training and accept their first full-time placement. Several, though not all, of these recommended practices were documented as either required or available elements of the Noyce programs (see Fig. 4), yet the programs continue to lose disproportionate shares of nonwhite candidates. More research is needed to better understand how these programs can better retain teacher candidates engaged through the teacher training process.</p> <p>The gender distribution changed during the course of the program to slightly favor females. Historically, STEM fields have brought disproportionately more males into the teaching profession, though women have accounted for an increasingly larger share of the overall teacher workforce since the 1980s (Hansen & Quintero, [<reflink idref="bib14" id="ref84">14</reflink>]). One recent study from North Carolina linked exposure to female math and science teachers in high school to increasing later interest in STEM fields as students go to college (Bottia et al., [<reflink idref="bib5" id="ref85">5</reflink>]) suggesting more female representation among STEM teachers could be a lever to close gender gaps in STEM occupations. Yet, other analysts argue that teaching needs to attract more men to help break long-standing gender occupational stereotypes and counter social trends that have begun to disfavor men (e.g., Reeves, [<reflink idref="bib30" id="ref86">30</reflink>]).</p> <p>GPA, upper-level undergraduate status in science or mathematics major, and specific STEM subject disciplines were screening criteria used in all four Noyce programs. Other screening criteria varied among the four Noyce Programs. The content-focused expectations for candidates are encouraging, especially given the high-need settings that Scholars are intended to be placed into. Prior research documents that apparently teachers in high-need settings are less likely to be traditionally certified and are underqualified in comparison to teachers in more affluent settings (Hanushek et al., [<reflink idref="bib16" id="ref87">16</reflink>]). These patterns are even more pronounced among the STEM teacher workforce in high-need settings, and these gaps have persisted over multiple decades (Banilower et al., [<reflink idref="bib3" id="ref88">3</reflink>]).</p> <p>Scholars were required to participate in teaching method classes, observe/work on a limited basis at high -need schools, and, student teaching experience. All programs varied on other program requirements. A recent work (Hall [<reflink idref="bib13" id="ref89">13</reflink>]) attests to the importance of utilizing the pre-service training period as a critical developmental phase for teacher candidates, helping to establish norms that can yield significant performance gains. For example, mentorship by effective teachers during the student teaching experience, experiences that are aligned with likely placements, and regular formative feedback during student teaching are all associated with strong performance in their early years of teaching (Hall, [<reflink idref="bib13" id="ref90">13</reflink>]). The frequency of opportunities to student-teach in aligned settings, and the communication with surrounding high-need districts (see Fig. 11) suggest that these programs are helping to set their graduates up for success. There is a need for strategies to ensure that Noyce STEM teacher preparation programs continue to attract and retain a diverse pool of scholars and graduates who can teach in high-need school districts. The Robert Noyce Teacher Scholarship Program remains one of the most fertile areas for evaluation and research in STEM education.</p> <hd id="AN0183971585-23">Acknowledgements</hd> <p>The authors thank Noah Corbett, Maira Verner and Catherine Restrepo-Widney for their research assistance.</p> <hd id="AN0183971585-24">Author Contribution</hd> <p>All authors contributed to the drafting of the manuscript in the order they are listed, read and approved the final draft for publication.</p> <hd id="AN0183971585-25">Funding</hd> <p>This material is based upon work supported by the National Science Foundation under Grant No. 1950013, 1950292, 1950284, 1950152, 1950209 and 1950270. </p> <hd id="AN0183971585-26">Data Availability</hd> <p>The data and materials for the current study reported are not publicly available at present due to the fact that they are part of a larger mixed methods research in progress.</p> <hd id="AN0183971585-27">Declarations</hd> <p></p> <hd id="AN0183971585-28">Ethics Approval</hd> <p>Study reported received approval from the Institutional Review Board, Human Research Protections Program, Research Integrity at Florida Atlantic University, Reference 1754877–3. No sufficiently identifiable information about participants was included in this manuscript.</p> <hd id="AN0183971585-29">Informed Consent</hd> <p>Informed consent of all participants was obtained in compliance with the Human Research Protections Program, Research Integrity at Florida Atlantic University.</p> <hd id="AN0183971585-30">Statement Regarding Research Involving Human Participants and/or Animals</hd> <p>Not applicable.</p> <hd id="AN0183971585-31">Consent to Participate</hd> <p>Informed consent of all participants was obtained.</p> <hd id="AN0183971585-32">Consent to Publish</hd> <p>All authors consent to publishing the manuscript in the Journal of Science Education and Technology.</p> <hd id="AN0183971585-33">Competing Interests</hd> <p>The authors declare no competing interests.</p> <hd id="AN0183971585-34">Disclosure</hd> <p>Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.</p> <hd id="AN0183971585-35">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0183971585-36"> <title> References </title> <blist> <bibl id="bib1" idref="ref14" type="bt">1</bibl> <bibtext> Alemdar M, Cappelli JC, Criswell AB, Rushton TG. 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  Data: STEM Teacher Preparation for High-Need Schools: Inventory of Selected NSF Robert Noyce Programs
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  Label: Abstract
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  Data: Results of a Principal Investigators Programmatic Data Inventory (PDI) of a National Science Foundation Robert Noyce Track Four project are discussed in this paper. The PDI results shed light on the development of STEM teacher scholars as they progress through the programs and of the qualifications and procedures of the application process. The PDI inventory focused on the demographics and qualifications of the Noyce scholar pool, changes during the training process, progress of high-priority teacher candidate groups, etc. A survey was developed and administered anonymously through Qualtrics to the Principal Investigators in four institutions housing Noyce scholarship programs. Key findings of the Inventory are presented and discussed with recommendations and implications.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1463891
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1463891
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10956-024-10167-z
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 236
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Scholarships
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Qualifications
        Type: general
    Titles:
      – TitleFull: STEM Teacher Preparation for High-Need Schools: Inventory of Selected NSF Robert Noyce Programs
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: David Devraj Kumar
      – PersonEntity:
          Name:
            NameFull: Sharon Moffitt
      – PersonEntity:
          Name:
            NameFull: Michael Hansen
      – PersonEntity:
          Name:
            NameFull: Li Feng
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1059-0145
            – Type: issn-electronic
              Value: 1573-1839
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Science Education and Technology
              Type: main
ResultId 1