Scholars at Buffalo State build on their strong background in Science,
Technology, Engineering or Math (STEM) as they prepare to enter into a
career in math or science teaching. The two areas of greatest shortage
in New York State teacher supply are mathematics and science. The Noyce
program provides support for both undergraduate and graduate students
as described below.
support STEM major students transferring into Bachelors degree science
or math teacher preparation programs as either a Junior or Senior.
Noyce scholarship recipients may receive a maximum of $15,000 for one
year of support. A limited number of candidates may be eligible to
receive a maximum of $10,000 for a second year of support as a Senior.
support students who already hold a STEM Bachelors degree and who enter
either a post-baccalaureate or Masters Degree teacher certification
program. Noyce stipend recipients may be eligible for a one year
maximum Noyce stipend of $15,000.
scholarships and stipends are intended to recruit new science and
mathematics teachers by defraying real study costs (tuition, room,
board etc.) for individuals transitioning to a STEM teaching career.
Noyce scholarship and stipend recipients are required to teach two
years in a high-needs district for every year of scholarship or stipend
support received. The Teacher Cancellation Low Income Directory link on
the right provides access to the list of high-needs districts across
must complete their initial STEM certification program within two
years. Scholarship recipients must meet their teaching commitment
within eight years of completion of the program. Stipend recipients
must meet their teaching commitment within four years of completion of
the program. Participants who fail to meet the teaching requirement
will be expected to repay the NSF the amount of their Noyce support
plus 5% (fixed annual interest).
It is estimated that
the nation's schools will need to hire 2.2 million teachers, including
240,000 middle and high school mathematics and science teachers, in the
next decade due to projected enrollment increases, anticipated
retirements, and the attrition of new teachers (National
Commission on Mathematics and Science Teaching for the 21st Century,
2000). Furthermore, the demand for certified teachers has
increased as student course-taking in high school science and
mathematics has increased and as states implement the teacher quality
requirements of No Child Left Behind with respect to teacher content
knowledge in the assigned field of teaching (CCSSO, 2003).
Research on effective
teachers has shown persistent correlations between student performance
and teacher quality (Sanders and Rivers, 1996; Jordan, Mendro, and
Weerasinghe, 1997). Teachers' content knowledge, particularly in
science and mathematics, is an important factor in determining student
achievement (Goldhaber and Brewer, 1996, National Research Council,
2000). A large percentage of science and mathematics
teachers lack even a minor in their teaching field, with 56% of public
secondary students receiving instruction in the physical sciences from
teachers without a major or minor in the physical sciences and 27% of
students receiving mathematics instruction in classes taught by
teachers lacking a minor in mathematics. Although
the problem of out-of-field teaching is widespread, students in
high-poverty schools are 77% more likely to be taught by an
out-of-field teacher than students in low poverty schools
(Ingersoll, 1999, 2002). As many as 50% of new teachers in
urban school districts leave the teaching profession within their first
three years, further exacerbating shortages and misassignment of
teachers. A survey of urban school districts conducted by the Council
of the Great City Schools and Recruiting New Teachers, Inc., in
1998-99, indicated that 95% of responding urban school districts had an
immediate demand for high school science and mathematics teachers.
Eighty percent reported a need for middle school science and
mathematics teachers (Urban Teacher Collaborative, 2000).
The Robert Noyce
Scholarship program, authorized under the National Science Foundation
Authorization Act of 2002 (P.L. 107-368), responds to the critical need
for K-12 teachers of science, technology, engineering, and mathematics
by encouraging talented science, technology, engineering, and
mathematics (STEM) students and STEM professionals to pursue teaching
careers in elementary and secondary schools. The program
provides funding to institutions of higher education to provide
scholarships, stipends, and programmatic support for STEM majors and
STEM professionals to enter and complete teacher credentialing
programs. Scholarship recipients are required to complete two years of
teaching in a high need school district for each year of scholarship or
stipend support. The program seeks to increase the number of
K-12 teachers with strong STEM content knowledge.