Recruitment and retention of STEM teachers through the Noyce Scholarship: A longitudinal mixed methods study

Abstract Staffing high schools with highly qualified mathematics and science teachers continues to be a challenge for schools across the U.S. One way to address this challenge is to offer financial incentives, in the form of scholarships or grants, for high performing college students to become high school mathematics or science teachers. The effects these types of scholarship programs have on the recruitment, retention, and dispositions of teachers is not clear. The current explanatory mixed methods study used longitudinal data from 29 Noyce Scholars from the same university, to investigate the influences the scholarship has on retention and recruitment of STEM teachers in high-need settings.