The NSF’s Robert Noyce Teacher Scholarship Program is lighting the way forward in tackling one of the nation’s most pressing challenges: the shortage of highly qualified STEM teachers in high-need schools. MNA, serving as the evaluator, has been a key partner in evaluating 14 Noyce grants to date since 2009, including a newly funded initiative at the University of North Texas (UNT). This particular project embodies hope, innovation, and a commitment to transforming STEM education, especially in schools where it’s needed the most. With its focus on recruiting diverse STEM professionals and supporting them as they transition into teaching, this initiative offers a bright, sustainable solution to the teacher shortage crisis.
The numbers tell a compelling story. The U.S. schools continue to face a considerable shortage of qualified STEM teachers. According to the 2015–2016 National Teacher and Principal Survey (NTPS) from the National Center for Education Statistics (NCES), almost 9% of public school teachers were not fully certified. This figure highlights the extent of the challenge, especially in STEM fields where attrition and turnover rates are higher. Further exacerbating the problem, a 2017 report from the Learning Policy Institute (LPI) and an Economic Policy Institute (EPI) study from 2019 noted that teacher turnover costs the education system billions each year—over $8 billion annually—and STEM subjects, like math and science, are hit the hardest. This attrition is often due to factors such as challenging working conditions, inadequate administrative support, and better-paying opportunities in the private sector.
The UNT Noyce project addresses these concerns by recruiting professionals with STEM degrees and supporting them through a comprehensive training and retention program. The project will recruit two cohorts of Teaching Fellows (TFs), focusing on individuals who reflect the diversity of the high-need districts they will serve. Participants will lead STEM summer camps for secondary students, earn a Master of Education in Secondary Education, and commit to teaching for four years in high-need schools.
One of the project’s unique components is a four-year induction program that includes mentorship from university STEM faculty and aims to prevent the isolation that often leads to high attrition rates. Placing two or more TFs at the same school is another strategy designed to foster a collaborative environment and support network among teachers. This method enhances teacher retention by providing ongoing peer support and reducing feelings of isolation, which are common reasons for leaving the profession.
Key goals of the project include:
- Recruiting and Retaining Engineering Majors as STEM Teachers: By targeting engineering majors, the program builds on their strong problem-solving skills and technical expertise, making them ideal candidates for teaching STEM subjects.
- Building a STEM Teacher Leadership Pipeline: The project will develop 16 post-baccalaureate STEM leaders who will not only teach but also serve as mentors and advocates within their schools and districts.
- Strengthening Partnerships: Collaborating with local school districts, non-profit organizations, and STEM professionals, the project creates a sustainable ecosystem that supports teacher preparation and retention, addressing both local and national STEM education needs.
Partners such as Denton ISD, talkSTEM, and the National Society of Black Engineers – Dallas-Fort Worth chapter (NSBE-DFW) and Gains in the Education of Mathematics and Science (GEMS) program at the Walter Reed Army Institute of Research (WRAIR), play a pivotal role in ensuring that TFs are well-prepared for the classroom and supported throughout their teaching careers. These collaborations foster a sense of community between the university, school districts, and non-profit partners, helping to create a sustainable teacher pipeline.
Read the abstract here: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2345066&HistoricalAwards=false
The project potentially offers a replicable model for universities looking to address the STEM teacher shortage. By focusing on robust teacher preparation, effective mentorship, and retention strategies, it will serve as a blueprint for preparing high-quality STEM teachers who can make a lasting impact in under resourced schools.
Through this effort, the NSF Noyce program is not only addressing the current shortage but also building a long-term solution for sustainable teacher recruitment and retention in STEM fields across the nation.
