Noyce Program Evaluation Group • Our evaluation project has four major components: – Preparation of an extensive literature review pertaining to recruitment and retention – Thematic synthesis through content analysis of project information – Statistical analyses to produce quantitative models of the program development – Execution of an overall program evaluation plan through collaboration (participatory approach) with existing projects.
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Noyce Program Evaluation Group Our evaluation project has four major components: –Preparation of an extensive literature review pertaining to recruitment.
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Noyce Program Evaluation Group
• Our evaluation project has four major components:– Preparation of an extensive literature review
pertaining to recruitment and retention– Thematic synthesis through content analysis of
project information– Statistical analyses to produce quantitative models
of the program development– Execution of an overall program evaluation plan
through collaboration (participatory approach) with existing projects.
75 active Noyce projects with 88% of the projects responding– Of the 9 non-responding PIs, 7 were in their first or second year and
subsequently had no data to report
• Projects in 29 states responded, with 12 responding from Texas
• Total of 141 strands reported with an average 1 or 2 teacher education strands per responding PI– 8 strands was the maximum– Strand breakdown:
• 49 Undergraduate program leading to a bachelor’s degree (34.8%)• 17 Teaching credential (no degree) (12.1%)• 27 Post-bac or graduate program (no master’s awarded) (19.1%)• 27 Graduate program (19.1%)• 21 Other (14.9%)
Would you have become a teacher if you had not received the Noyce Scholarship? 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
– Many participants commented that they valued the Noyce program for bringing a higher number of qualified STEM teachers into their schools.
• Valued qualities of Noyce scholars: sense of purpose and “mission”– Some participants mentioned they perceived a stronger sense of
purpose in Noyce scholars compared to other teachers which they believed positively affected their teaching in an urban setting and commitment to urban education.
• Relationship with Noyce programs– Many participants commented that their relationship with the teacher
preparation programs had not changed or only changed minimally with the Noyce program. The relationship in some cases was “enhanced”, but did not affect the districts significantly.
District interview quotes“Recruitment pipeline”One participant mentioned that without the Noyce program, “It would limit the pool of highly qualified math and science teachers and to me, it would hurt because the pool has been shrinking or has shrunk for math/science teachers. The Noyce scholarship just gives us another avenue of having a pool of qualified candidates to be able to become highly qualified teachers in our schools”
Valued qualities of Noyce Scholars: Sense of purpose and “mission”“I have not met one that isn’t truly, I don’t want to use the word idealistic, but they want to teach and they have made commitments to go into such a school and that shows a lot about the quality of the person.”
Relationship with Noyce ProgramRegarding how Noyce had changed the district’s work with the teacher preparation program, one participant commented, “From our end, not so much, because already [the teacher preparation institution] has a pretty strong commitment or partnership with the district... It’s pretty strong. Already, we get quite a few teachers from that program.”