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The program directly supports undergraduate students and degree holders to become K-12 STEM teachers. Using collaboration data pooled from eight Texas universities and a statewide longitudinal dataset, the study evaluates long-term outcomes for Noyce recipients, including teaching persistence, placement, and student learning effects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-learning-and-teacher-retention-for-graduates-of-texas-noyce-programs/602140/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-learning-and-teacher-retention-for-graduates-of-texas-noyce-programs/602140.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study on Texas Noyce program graduates?","Question",{"text":112,"@type":113},"The study evaluates long-term outcomes for Noyce recipients, including whether they remain teaching, where they teach, and how students perform in their classes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"Researchers pooled data from eight Texas universities and used a statewide longitudinal dataset covering Noyce scholars supported as far back as 2003.",{"name":119,"@type":110,"acceptedAnswer":120},"What key outcomes did the study find for Noyce scholars compared with other STEM teachers?",{"text":121,"@type":113},"Noyce scholars were more likely to teach marginalized students and their students earned higher mathematics value-added scores, though Noyce scholars did not stay teaching as long and were more likely to switch away from low-income schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602140,1792209181,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | \u003Cbr>Arizona State University |\n| --- | --- |\n| Volume 30 Number 147 October 4 , 2022 ISSN 1068-2341 |  |\n\nStudent Learning and Teacher Retention for Graduates of  \nTexas Noyce Programs1  \nMichael Marder The University of Texas at Austin  \nCatherine Horn  \nUniversity of Houston  \nSarah Stephens  \nUniversity of Wisconsin-Milwaukee  \n&  \nAnnelies Rhodes  \nThe University of Texas at Austin United States  \nCitation: Marder, M., Horn, C., Stephens, S., & Rhodes, A. (2022) . Student learning and teacher retention for graduates of Texas Noyce programs. Education Policy Analysis Archives, 30 (147) .  \n[https://doi.org/10.14507/epaa.30.7254](https://doi.org/10.14507/epaa.30.7254)  \nAbstract: The shortage of secondary STEM teachers has led to periodic calls over the past four decades for federal intervention. For more than 15 years, the National Science Foundation  \n1 This work was partially supported by the National Science Foundation through a grant for Collaborative Research: Understanding Robert Noyce Teacher Scholarship Outcomes in Texas, award numbers DUE- 1557273, 1557410, 1557295, 1557294, 1557276, 1557278, 1557286 1557290. 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.  \nRobert Noyce Teacher Scholarship Program has constituted the most important response at the national level to these calls. The main activity is direct support to undergraduate students and degree holders to become K-12 STEM teachers. Here we examine the Noyce program by looking beyond the qualities of particular university programs and measuring long-term outcomes on a statewide level. We accomplished this through a collaboration of eight Texas universities that pooled data on Noyce scholars supported as far back as 2003. Making use of a state longitudinal dataset, we examined whether recipients of Noyce Scholarships are more likely than other math and science teachers to remain in teaching, determined where Noyce scholars taught, and estimated student learning in classes taught by Noyce Scholars. Noyce Scholars are more likely than other STEM teachers from the same universities to teach marginalized students, and students of Noyce Scholars obtained higher value-added scores in mathematics than students of other teachers at the same schools. These are some of the most important intended outcomes. However, Noyce Scholars did not stay in teaching as long as other STEM teachers from their universities, and they were more likely to switch away from schools with low-income students. The Noyce program currently operates far below the scale needed to start reducing national STEM teacher shortages. We conclude with prospects for expansion and modification of the Noyce program.  \nKeywords: teacher preparation; Noyce scholarships; hierarchical linear models; STEM education  \nAprendizaje de estudiantes y retención de maestros para graduados de los programas de Texas Noyce  \nResumen: La escasez de maestros STEM de secundaria ha llevado a llamadas periódicas durante las últimas cuatro décadas para la intervención federal. Durante más de 15 años, el Programa de Becas para Maestros Robert Noyce de la Fundación Nacional de Ciencias ha constituido la respuesta más importante a nivel nacional a estas convocatorias. La actividad principal es el apoyo directo a estudiantes de pregrado y titulados para que se conviertan en maestros STEM K-12. Aquí examinamos el programa Noyce mirando más allá de las cualidades de los programas universitarios particulares y midiendo los resultados a largo plazo a nivel estatal. Logramos esto a través de una colaboración de ocho universidades de Texas querecopilaron datos sobre los becarios de Noyce que recibieron apoyo desde 2003. Haciendo usode un conjunto de datos longitudinales estatales, examinamos si lo","cbCaipS6Oo8ko9RI","https://ap.wps.com/l/cbCaipS6Oo8ko9RI","pdf",795465,34,"English","# Abstract\n## Key findings and comparisons\n## Method and data sources\n## Program scale and conclusions","[{\"question\":\"What is the focus of the study on Texas Noyce program graduates?\",\"answer\":\"The study evaluates long-term outcomes for Noyce recipients, including whether they remain teaching, where they teach, and how students perform in their classes.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Researchers pooled data from eight Texas universities and used a statewide longitudinal dataset covering Noyce scholars supported as far back as 2003.\"},{\"question\":\"What key outcomes did the study find for Noyce scholars compared with other STEM teachers?\",\"answer\":\"Noyce scholars were more likely to teach marginalized students and their students earned higher mathematics value-added scores, though Noyce scholars did not stay teaching as long and were more likely to switch away from low-income schools.\"}]","Student Learning and Teacher Retention for Graduates of Texas Noyce Programs | PDF",1792094102,86]