Our study investigates how the Robert Noyce Scholarship Program influenced students’ decisions to become high school mathematics or science teachers and their dispositions about teaching in schools. We administered a 70 item survey to 61 participants (29 experimental group, 32 control group) during the summer of 2015. Findings indicate statistically significant differences in three areas: (a) scholarship recipients’ decisions to become a high school mathematics or science teacher, (b) plans for graduate education, and (c) teacher preparation.
Preparing Teachers: Building Evidence for Sound Policy
The National Research Council (NRC) was asked by the U.S. Department of Education Institute of Education Sciences to conduct this consensus report in response to a mandate from Congress to assemble all available information on key questions related to teacher preparation to guide future policy decisions.
