Turning the Tide: Teaching Mathematics in High-Need Schools

Shippensburg University Of Pennsylvania, Shippensburg PA

Investigators

Abstract

This Noyce Track 1 project aims to serve the national need of preparing highly qualified mathematics teachers. Additionally, this project will support 30 mathematics scholars by providing scholarships, consistent field experiences, and professional development seminars. The proposed project components will enable high-achieving prospective teachers to become secondary mathematics teachers with extensive expertise in active learning instruction. It is led by the Shippensburg University and includes partnerships with Harrisburg Area Community College, Hagerstown Community College, Carlisle Area School District, Steelton-Highspire School District, Upper Dauphin Area School District, Waynesboro Area School District, Chambersburg Area School District, Greencastle-Antrim School District, Central Dauphin School District, Harrisburg Area School District, West Shore School District, Susquehanna Township School District, Big Spring School District, Shippensburg Area School District, Cumberland Valley School District. Project goals include training 30 new undergraduate mathematics majors over five years to be teachers. This project will be iteratively evaluated. Evaluation of the project will be guided by the following evaluation question(s): (a) Is the project producing highly qualified math teachers who will teach in high need school districts? (b) Is the project enhancing current partnerships and developing new partnerships between Shippensburg University and local area high-need school districts? This Track 1: Scholarships and Stipends 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 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention 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.