Graduates of UTeach STEM Teacher Preparation Programs Nationwide

Graduates of UTeach STEM Teacher Preparation Programs Nationwide OCTOBER MAY 2015 2014 Executive Summary Since 2008, 44 universities have followed The University of Texas at Austin and adopted the UTeach secondary STEM teacher preparation program in an effort to strengthen the production of high-quality science and math teachers on their campuses. This innovative partnership between colleges of science and education at universities across the country has resulted in a current enrollment of more than 6,800 STEM majors into UTeach programs and the production of more than 2,100 UTeach graduates. These graduates are highly sought after by schools and districts for their strong content knowledge and experience with inquiry- and project-based instructional methods. Ninety-seven percent of program graduates have obtained teaching credentials, and 87% of those have entered teaching. Seventy-six percent of UTeach graduates who entered teaching are still teaching, and 66% are working in schools with a majority economically disadvantaged population. The UTeach program model calls for discipline-specific induction support to be provided for new teachers. The majority of UTeach graduates report receiving ongoing support from their UTeach preparation programs during their first two to three years of teaching, and the overwhelming majority of UTeach teachers find the support they receive to be useful. Cumulative UTeach graduates through Spring 2014: 2,144 Graduates obtaining teaching credentials: 97% Graduates entering teaching: 87% Graduates retained in teaching: 76% Graduates teaching in schools with majority economically disadvantaged populations: 66% Nationwide, more than 500 UTeach program graduates are produced annually, and this number continues to grow as programs mature and additional universities adopt the model. The UTeach Institute projects that more than 8,000 graduates will be produced by 2020 and that these teachers will reach more than 4 million K 12 students. 1

Introduction To improve the participation and performance of America s students in science, technology, engineering, and mathematics (STEM), a comprehensive strategy must begin with the preparation of qualified STEM teachers for K 12 schools (National Research Council, 2007; National Science Board, 2012; President s Council of Advisors on Science and Technology, 2010). The nation s universities have a critical role to play. They are home to the world s top scientific minds and education researchers, and undergraduate STEM majors represent the most significant pool from which to create future teachers in these disciplines. In response to the need to increase the number of high-quality STEM teachers, in 2007, the UTeach Institute and the National Math + Science Initiative partnered to expand the innovative and successful UTeach program for secondary STEM teacher preparation to universities across the country. As of 2015, the UTeach national network includes 44 universities in 21 states and the District of Columbia. These partners were selected in part based on a demonstrated need to increase the numbers of STEM teachers they produce. 1 As of Spring 2014, 28 UTeach programs had produced 2,144 graduates nationally. 2 Eight hundred seventy-eight of those are from the original UTeach program at The University of 1 UTeach was developed in 1997 by The University of Texas at Austin to prepare undergraduate STEM majors to become secondary teachers. For more information, please see https://uteach.utexas.edu. The UTeach Institute, established in 2006, partners with universities nationwide to implement UTeach-based programs. For a list of university partners currently implementing UTeach, see http://uteach-institute.org/community. 2 Program graduates are defined as students who complete a UTeach program and satisfy all requirements to be recommended for STEM teaching certification. 2

Texas at Austin (UT Austin), which began producing graduates in 2000. Partner UTeach programs began producing graduates in 2009 and have produced a total of 1,266 graduates. Sixteen more programs will begin producing graduates in the next few years. This report summarizes information collected about these UTeach graduates, including the teaching credentials they have earned, their employment status, the courses and grade levels they teach, and their retention in the teaching profession. Cumulative program graduates through Spring 2014: 2,144 3 Graduates obtaining certifications: 97% Graduates entering teaching: 87% Graduates retained in teaching: 76% Graduates teaching in schools with majority economically disadvantaged populations: 66% 4 Data on graduates of UTeach programs are gathered through a variety of mechanisms, including an annual survey of graduates administered by the UTeach Institute, direct follow-up with individual graduates, information from existing state certification and employment databases, and information from the programs themselves. Using these multiple methods, the UTeach Institute obtained teaching credential and employment information for 94% of program graduates through Spring 2014. 3 Total is based on the 94% of partner program graduates successfully tracked. 4 Schools with majority economically disadvantaged populations are defined as schools deemed eligible for Title I funding according to the National Center for Education Statistics, Elementary/Secondary Information System (ElSi). ElSi data was available for 81% of schools where UTeach graduates are employed. 3

National UTeach Graduate Production Through Spring 2014 UTeach at UT Austin began producing graduates in 2000 and now produces approximately 70 graduates annually. UTeach partner programs produced their first graduates in 2009. During the 2013 2014 academic year, UTeach programs produced a total of 521 graduates (see Figure 1). Figure 1. Annual UTeach Graduate Production 600 500 400 300 200 100 0 1999 2000 2 33 46 40 2000 2001 2001 2002 2002 2003 2003 2004 169 66 74 74 71 66 86 54 2004 2005 2005 2006 2006 2007 2007 2008 2008 2009 2009 2010 521 474 368 2010 2011 2011 2012 2012 2013 2013 2014 Twenty eight programs in 14 states produced UTeach graduates in 2014 (see Figure 2). All current UTeach partner universities will be producing graduates by 2018. Figure 2. UTeach Program Graduates by State Through Spring 2014 Massachusetts 2 47 Pennsylvania 46 Ohio 75 California 95 Arizona 78 Colorado 129 Kansas 3 Arkansas 138 Kentucky 43 Tennessee 3 Georgia 1,278 Texas 82 Louisiana 125 Florida 4

To indicate their various stages of maturity, partner programs are grouped according to the year they began implementing the UTeach model. (See Figure 3.) Thirteen programs began in 2008, and as of their sixth year of program implementation, they have produced 1,062 graduates. Eight programs began in 2010 and have produced 192 graduates.5 Twelve programs began in 2011 and 2012. These programs initially were expected to produce graduates beginning in the 2014 2015 and 2015 2016 school years; however, six programs have already produced graduates. One program began in 2013 and five more began in 2014. They are expected to begin producing graduates in the next three years. Figure 3. Cumulative Graduates by UTeach Program Through Spring 2014 Florida Institute of Technology U of Arkansas, Fayetteville U of Texas, Brownsville Southern Polytechnic State U U of Massachusetts, Lowell Columbus State U U of Memphis Middle Tennessee State U U of Colorado, Colorado Springs U of Tennessee, Knoxville U of Tennessee, Chattanooga U of Texas, Arlington Cleveland State U U of Texas, Tyler U of California, Berkeley Temple U U of California, Irvine U of Florida Florida State U 1 3 3 1 2 2 2 8 11 15 878 160 140 120 100 80 60 40 20 0 Cohort 2012: Implementation Year 2 Cohort 2011: Implementation Year 3 Cohort 2010: Implementation Year 4 Cohort 2008: Implementation Year 6 UTeach Austin (1997) 18 25 46 67 27 47 48 58 66 67 80 82 Louisiana State U Northern Arizona U U of North Texas U of Houston U of Kansas Western Kentucky U U of Texas at Austin U of Colorado, Boulder U of Texas, Dallas 95 111 114 129 138 5 As of Summer 2014, the University of Memphis discontinued its UTeach program. 5

Graduate Characteristics Almost half (43%) of the 2,144 UTeach alumni were mathematics majors (Figure 4). Thirty-two percent were science majors, with the majority of those earning biology degrees. 6 Figure 4. Majors of UTeach Graduates Through Spring 2014 5% Other STEM 3% Physics 1% Geosciences 1% Engineering 1% Computer Science Chemistry 7% n = 2,144 Other Non-STEM 9% Other 10% 43% Mathematics Across the 28 UTeach programs that have produced graduates, 64% are female. A majority of graduates also identify themselves as white (66%) (Figure 5). On average, 17% come from underrepresented American Indian, Hispanic, or African American populations. These UTeach graduate demographic profiles generally reflect the college of science populations from which they are drawn. 21% Biology Figure 5. Ethnicity of UTeach Graduates Through Spring 2014 Not Reported 2% Other 0.4% American Indian African American 4% 4% Asian 11% n = 2,144 Hispanic 12% 66% White 6 Students who complete the required STEM content hours to earn licensure to teach a STEM subject but who also choose to pursue a non-stem major are represented in Figure 4 by Other Non-STEM. Other includes those who do not report a major and those who are non-degree seekers (post-baccalaureate students). 6

National UTeach Graduate Credentialing and Employment Through Spring 2014 As of Spring 2014, the UTeach Institute had tracked certification information for 2,026 graduates, representing 94% of the national total. Of these, 1,962 (97%) obtained STEM teaching credentials. Combined, 865 graduates obtained science credentials, 1,132 obtained mathematics credentials, 23 obtained computer science or technology credentials, and 12 obtained engineering credentials. 7 Teaching Credentials Awarded to UTeach Partner Program Graduates Through Spring 2013 Overall, more graduates were awarded mathematics credentials than science credentials. In some programs, the mathematics credentials awarded were significantly higher. For instance, four times as many graduates at University 1,132 MATHEMATICS 865 SCIENCE 23 COMPUTER SCIENCE 12 ENGINEERING of North Texas obtained mathematics credentials than science, and slightly more than three times as many graduates from UT Tyler obtained mathematics credentials than science. An additional 222 special endorsements or certifications were awarded, including Gifted and Talented, Bilingual/English as a Second Language, Special Education, and certifications in non-stem subjects. Employment and Retention Nationally, 87% (1,753) of UTeach program graduates entered teaching. Of these, 76% (1,330) are currently employed in K 12 education (see Appendix). As programs continue to mature and national graduate numbers grow, we will be able to more reliably report three- and five-year professional retention rates along with credentialing and employment statistics. The UTeach model is designed to increase options for STEM majors, integrating a teaching credential into a rigorous STEM degree that allows graduates to pursue graduate school or a career in STEM should they choose to do so. It is therefore not surprising that all students who complete a UTeach program do not immediately choose to teach. This feature of the UTeach model allows programs to attract significant numbers of STEM majors who might not otherwise consider teaching. About 97% of tracked graduates pursued a career in education, went to graduate school, or pursued a career in a STEM field (see Figure 6). 7 The total number of credentials awarded is greater than the unique number of credentialed graduates because some graduates earn multiple teaching credentials. 7

Figure 6. Career Paths of UTeach Graduates 3.7% Graduate School 3.9% Ever Employed in Non-Traditional Education 2.6% STEM Field 3.2% Other 86.7% Ever Employed in K 12 Education Subjects and Grade Levels Taught Currently, 1,330 UTeach graduates are employed in K 12 education. Of these, 1,017 reported having a teaching assignment in a high school, and 330 reported having a middle school assignment (Figure 7). 8 Sixteen UTeach alumni reported working in elementary schools. Seven hundred fifty-eight UTeach alumni are teaching mathematics courses, and 457 are teaching science courses (Figure 8). 8 Individual teachers who reported teaching at both the middle and high school levels are counted as both middle and high school teachers. 8

Figure 7. Grade-Level Assignments for UTeach Alumni 1000 900 800 700 600 500 400 300 200 100 0 16 Elementary School Teachers n = 1,330 330 Middle School Teachers 1,017 High School Teachers 277 Figure 8. Number of UTeach Alumni Teaching by Subject 1000 900 800 700 600 500 400 300 200 100 758 457 n = 1,330 277 148 0 Unknown Mathematics Science Unknown Other Subjects UTeach graduates teach a wide range of mathematics and science subjects, and many teach more than one subject or grade level (see Figures 9 and 10). 9 Figure 9. Math Courses Taught by UTeach Alumni Figure 10. Science Courses Taught by UTeach Alumni 600 500 400 521 n = 758 300 250 200 221 175 n = 457 181 300 150 144 200 100 187 184 175 144 29 100 50 98 48 0 Algebra 1 and 2 Geometry Middle School Math Calculus (includes Pre-Calculus) Statistics Other Math 0 Biology Chemistry Middle School Science Physics Physical Science Other Science 9 Teachers may have multiple assignments. For the purposes of this report, graduate employment information was considered current if it had been updated in this or the previous academic year. 9

Induction and Professional Development Providing new UTeach alumni with individualized induction support as they enter the profession is a critical component of the UTeach model. This support is designed to be on-demand and in addition to induction support services teachers might receive from their districts or schools. Seventy-five percent of new UTeach alumni reported that some form of induction support was available to them through their UTeach program. Partner institutions offered various types of induction support services to new teachers. Figure 11 depicts the percentage of UTeach alumni who indicated having received specific types of services. The majority received email support from master teachers, received new teacher materials or kits, participated in meetings, and/or participated in face-to-face professional development opportunities. 10 Figure 11. Induction Support Services That Graduates Report to Be Available from UTeach Programs Nationally Fall 2014 74% 54% 50% 44% 36% 35% 24% 1% Email Support from Master Teachers New Teacher Materials/Kit In-Person Meetings or Classroom Visits by Request Face-to-Face Professional Development Preparation for the First Day of Class Classroom Materials Check Out Online Professional Development No Induction Support Available Note: Graduates could select multiple options. Note: Graduates could select multiple options. 10 UTeach master teachers are clinical faculty at the university with prior successful experience as secondary STEM teachers. They work with pre-service students throughout the program and during graduates first critical years as they transition into STEM classrooms. 10

Most new teachers reported receiving induction support services from their UTeach program. Thirty-five percent (116 new teachers) reported receiving between 1 and 5 hours of support. Seventeen percent (57 teachers) reported receiving between 6 and 10 hours, and another 17% (58 teachers) reported receiving more than 40 hours of support (Figure 12). The majority of new UTeach teachers found the support they received to be useful (Figure 13). Figure 12. Hours of Induction Support Reported by UTeach Alumni Figure 13. UTeach Alumni Satisfaction with Induction Support 35% Not Useful 1% 17% 17% Somewhat Useful 26% 8% None 1 5 Hours 6 10 Hours 11 15 Hours 10% 7% 3% 3% n = 337 16 20 Hours 21 30 Hours 31 40 Hours >40 Hours n = 308 73% Very Useful UTeach alumni also expressed interest in receiving additional support through professional development. Graduates were most likely to request professional development regarding engaging students in critical or creative thinking, dealing effectively with difficult student behavior, and diagnosing the strengths and needs of individual students and adapting instruction and curriculum to address their needs (Figure 14). Figure 14. UTeach Alumni Interest in Professional Development Topics 58% 39% 37% 33% 31% 28% Engaging Students in Critical/Creative Thinking Dealing Effectively with Difficult Student Behavior Adapting Instruction Based on Strengths and Needs of Students Collaborative Group Learning Using Technology in Classroom Knowing the Content Well Enough to Connect to Students Prior Experiences and Interests 11

Future Impact The goal of the national UTeach expansion initiative is to increase the numbers of highly qualified secondary STEM teachers by establishing permanent UTeach programs at U.S. colleges and universities. With 2,144 UTeach graduates already produced, and as additional UTeach partner programs are established and begin to produce graduates, the numbers of UTeach alumni will grow significantly. The UTeach Institute projects that by 2020, 8,000 UTeach program graduates will have taught more than 4 million secondary STEM students nationwide (see Figures 15 and 16). Figure 15. UTeach Program Graduates (Cumulative Count) 781 1149 1623 2144 3800 5800 8000 2011 2012 2013 2014 2016 2018 2020 Actual graduates Projected graduates Figure 16. Projected Number of Secondary STEM Students Taught by UTeach Graduates 5 million Projected Number of Students Taught 4 million 3 million 2 million 1 million COHORT 2012 COHORT 2011 COHORT 2010 COHORT 2008 UTEACH AUSTIN (1997) 2012 2014 2016 2018 2020 12

Appendix 1. Employment in a K 12 School or District by National UTeach Program Graduates Through Spring 2014 Percent of Graduates Retained in a K 12 School or District Graduates Currently Employed in a K-12 School or District Percent of Graduates Ever Employed in a K-12 School or District Number of Graduates Ever Employed in a K-12 School or District Percent of Grads Whose Employment Was Tracked Number of Grads Whose Employment Was Tracked Percent of Grads Receiving at Least One Teaching Credential Graduates Receiving at Least One Teaching Credential Percent of Grads whose Credentials Were Tracked Number of Grads whose Credentials Were Tracked Cummulative Grads as of Spring 2014 Began Program Implementation Cleveland State University 2010 46 34 74% 34 100% 41 89% 35 85% 29 83% Columbus State University 2011 2 2 100% 2 100% 2 100% 2 100% 2 100% Florida Institute of Technology 2012 1 1 100% 1 100% 1 100% 1 100% 1 100% Florida State University 2008 66 64 97% 64 100% 60 91% 57 95% 49 86% Louisiana State University 2008 82 80 98% 80 100% 74 90% 59 80% 51 86% Middle Tennessee State University 2010 8 4 50% 4 100% 2 25% 0 0% 0 na Northern Arizona University 2008 95 84 88% 84 100% 88 93% 77 88% 72 94% Southern Polytechnic State University 2011 1 1 100% 1 100% 1 100% 1 100% 1 100% Temple University 2008 47 39 83% 39 100% 39 83% 26 67% 26 100% University of Arkansas 2012 3 3 100% 3 100% 3 100% 3 100% 3 100% University of California, Berkeley 2008 27 26 96% 26 100% 19 70% 17 89% 17 100% University of California, Irvine 2008 48 48 100% 48 100% 48 100% 48 100% 48 100% University of Colorado, Boulder 2008 67 62 93% 62 100% 57 85% 50 88% 41 82% University of Colorado, Colorado Springs 2010 11 11 100% 11 100% 10 91% 8 80% 8 100% University of Flordia 2008 58 46 79% 46 100% 51 88% 34 67% 30 88% University of Houston 2008 114 106 93% 106 100% 108 95% 98 91% 85 87% University of Kansas 2008 129 115 89% 115 100% 123 95% 103 84% 90 87% University of Massachusetts, Lowell 2011 2 0 0% 0 na 2 100% 2 100% 2 100% University of Memphis 2010 2 2 100% 2 100% 2 100% 1 50% 1 100% University of North Texas 2008 111 101 91% 101 100% 105 95% 90 86% 84 93% University of Tennessee, Chattanooga 2010 18 8 44% 8 100% 11 61% 6 55% 5 83% University of Tennessee, Knoxville 2010 15 11 73% 11 100% 11 73% 11 100% 11 100% University of Texas at Arlington 2010 25 22 88% 22 100% 25 100% 18 72% 18 100% University of Texas at Austin 1997 878 878 100% 878 100% 878 100% 776 88% 443 57% University of Texas at Brownsville 2012 3 3 100% 3 100% 2 67% 1 50% 1 100% University of Texas at Dallas 2008 80 79 99% 79 100% 77 96% 65 84% 57 88% University of Texas at Tyler 2010 67 62 93% 62 100% 58 87% 52 90% 48 92% Western Kentucky University 2008 138 134 97% 134 100% 123 89% 112 91% 107 96% Totals 2144 2026 94% 2026 100% 2021 94% 1753 87% 1330 76% 13

About UTeach, the UTeach Institute, and the National Math + Science Initiative The UTeach program began at UT Austin in 1997. UTeach answers the challenge to train more mathematics and science teachers through a program designed to combine rigorous STEM degrees with secondary teaching certification. UTeach enables students studying mathematics, science, or computer science to receive both a degree in their major and teaching certification without additional time or cost. The UTeach program model calls for a unique collaborative partnership between the colleges of science, education, and liberal arts in preparing teachers who have deep content knowledge in their STEM discipline, are proficient in core scientific and mathematical practices, and are able to apply appropriate STEM pedagogical strategies to promote student mastery of core concepts, principles, and practices in mathematics and science. The UTeach Institute was established in 2006 at UT Austin to support replication of the UTeach secondary STEM teacher preparation program at universities across the country and to lead efforts toward continuous improvement of the UTeach model. UTeach programs are now active on 44 campuses across the country with a total current enrollment of more than 6,800 students. The UTeach Institute s work is supported through a variety of strategic partnerships at the national, state, and local levels. UTeach replication is supported by the National Math and Science Initiative s (NMSI) UTeach Expansion Program and the states of Arkansas, Florida, Georgia, Maryland, Massachusetts, Tennessee, and Texas. For a complete list of strategic partners, see http://uteach-institute.org. NMSI is a nonprofit organization whose mission is to inspire, engage, and empower all students to succeed in today s knowledge economy by advancing STEM teaching and learning. NMSI s programs provide a continuum of training and support for students and teachers from elementary school through college and are having a demonstrable and lasting impact on teacher effectiveness and student outcomes. To learn more, visit www.nms.org. References President s Council of Advisors on Science and Technology (PCAST). (2010). Report to the President: Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America s Future. Washington, DC: Executive Office of the President. National Research Council. (2007). Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press. National Science Board. (2012). Science and Engineering Indicators 2012 (Table 1-8). Arlington, VA: National Science Foundation (NSB 12-01). 14