This study examines the Noyce Program, which provides scholarships for STEM majors in return for teaching in high need schools. The perceptions of 555 scholarship recipients were investigated using hierarchical cluster analysis, confirmatory factor analysis, and Rasch analysis to determine how the scholarship influenced their commitments to teaching in high need schools. The analyses indicated that recipients perceived the scholarship in two ways: it influenced their commitment to complete their certification program and to teach in high need schools. Implications for teacher education programs include that recruitment strategies should identify candidates who are committed to teaching in high need schools and programs should provide experiences to encourage this commitment not just to become certified.
Bibliographical noteFunding Information:
This project was funded by National Science Foundation Grant#REC0514884.
Copyright 2010 Elsevier B.V., All rights reserved.
- Commitment to teach
- Commitment to teach in high need schools
- High need education
- Quantitative methods