The document outlines the initiatives and goals of the National Math and Science Initiative (NMSI) and the University of Texas at Arlington to enhance STEM education in North Texas. Key objectives include increasing STEM majors and graduates, improving college readiness through teacher training, and implementing programs like UTeach to prepare and retain qualified STEM teachers. The document also discusses challenges such as high attrition rates among STEM students and strategies for engaging diverse learners in STEM fields.

1. STEM
North Texas
Education &

2. STEM
North Texas
Education &
Gregg Fleisher
National Math + Science Initiative

3. NTC Webinar | STEM Education & North Texas
October 8, 2014
Gregg Fleisher
Chief Academic Officer, NMSI

4. 2
NMSI – Who We Are, What We Do
and How We Do It

NMSI is a nonprofit organization, launched in 2007 by top leaders in business, education and science to transform education in the United States.

Our Mission: Improve teacher effectiveness and student performance in the critical subjects of science, technology, engineering and math (STEM)

Our Approach: Identify effective, efficient programs; create replication protocols to ensure fidelity; then take them to scale
o
College Readiness Program
o
Laying the Foundation Teacher Training Program
o
UTeach Expansion Program

5. 3
NMSI – Who We Are, What We Do
and How We Do It
Our Goals:
Prepare and engage students to develop strong interests in STEM fields
Increase annual STEM majors from 900,000 in 2012 to 2 million by 2025
Increase STEM graduates from 375,000 annually in 2012 to 750,000 by 2025
Transform schools into centers of college readiness

Increase # of students earning qualifying scores on math & science AP exams from 440,000 in 2013 to 1.5 million by 2025
oAfrican-American: 13K to 150K
oHispanic: 35K to 500K
Increase classroom rigor in math, science and English by training 100,000 teachers by 2025
Produce and retain content-rich teachers

Produce 25,000 STEM teachers by 2025
Keep NMSI teachers in the classroom at a rate 20% higher than the national average

6. 4
NMSI College Readiness Program Schools
2013-14

7. 5
North Texas Growth

Why will companies want to come to North Texas and why will companies want to stay in North Texas?

Why did Toyota choose Plano?

What is a main reason why those of us with children live where we do?

8. 6
North Texas Growth
EDUCATION

9. 7
AP and College Success
College graduation rate differences between “matched” AP students who scored ≥ 3 on AP exam versus students who scored < 3
Student Demographic
AP Exam Grade of 3 or Higher
African-American
28% higher
Hispanic
28% higher
White
33% higher
Low-Income
26% higher
Not Low-Income
34% higher
Source: Dougherty, Mellor and Jian, 2006

10. 8
AP and College Success
Source: Morgan and Klaric, 2007

11. 9
Increased African-American & Hispanic Student Achievement in 10 Dallas ISD College Readiness Program Schools

12. 10
Dallas ISD Performance Compared with
Other Large Urban Districts
Minorities
in 11th &12th grade
# of qualifying scores in AP math, science, and English by minorities
# of qualifying scores in AP math and science by minorities
Qualifying scores per 1,000
11th and 12th graders in math, science, and English
Qualifying scores per 1,000 11th and 12th graders in math and science
Original 10 NMSI Dallas Schools
7,564
1,189
777
157
103
Dallas Public Schools
15,563
1,406
897
90
58
Houston ISD
18,213
1,009
543
55
30
Los Angeles USD
62,520
3,583
1,777
57
28
Newark Public Schools
4,208
213
103
51
24
Boston Public Schools
6,545
274
124
42
19
San Diego USD
11,156
438
221
39
19
New York City DOE
88,537
2,545
1,275
29
14
Chicago Public Schools
43,103
1,429
586
33
14
DC Public Schools
6,389
187
55
29
9
Philadelphia School District
13,250
163
67
12
5
Detroit ISD
5,158
100
20
19
4
St. Louis City Schools
3,120
18
3
6
1
Source: Enrollment-State DOE’s Scores-College Board. Minorities are African American and Hispanic students only. New York is 2012 results

13. 11
NMSI Makes a Dramatic Difference in One Year
First-Year Increase in Qualifying AP Scores for U.S. and NMSI Schools

14. 12
NMSI Continues to Sustain Results
Three-Year Increase in Qualifying AP scores for U.S. and NMSI Schools

15. 13
QUESTIONS?
Gregg Fleisher
Chief Academic Officer
National Math + Science Initiative
214-346-1204
gfleisher@nms.org

16. STEM
North Texas
Education &
Dr. Ann Cavallo
The University of Texas at Arlington

17. STEM Education in North Texas Goals, Challenges, Initiatives
ANN CAVALLO, PH.D.
ASSOCIATE DEAN FOR RESEARCH AND GRADUATE STUDIES
PROFESSOR OF SCIENCE EDUCATION
CO-DIRECTOR UTEACH ARLINGTON
THE UNIVERSITY OF TEXAS AT ARLINGTON

18. Goal 1: PRODUCE AND RETAIN CONTENT RICH TEACHERS Increase numbers of highly qualified teachers and keep teachers in the classroom

19. STEM Education Challenges
Rising above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future:
“Science and mathematics teacher shortages are so severe that the current legislation has aimed to increase the number of teachers prepared from the current 2,500 a year to 10,000 a year nationally by 2015.” High poverty students more likely than students in schools with low poverty to be taught core subjects by teachers who have not majored or minored in those subject areas Economically disadvantaged population schools more likely than others to fill vacancies with teachers who have less- than-full credentials From 2012 to 2022, teacher retirement will leave significant vacancies in mathematics, chemistry, and physics
- Sources: Science and Mathematics Teacher Imperative, 2010; US Department of Labor Bureau of Labor Statistics, 2014; National Education Association, 2001; Urban Teacher Collaborative, 2000

20. STEM Education Initiatives
UTEACH
◦STEM teacher preparation program (NMSI supported)
◦Teams of STEM and Education faculty work together
◦STEM majors earn teacher certification alongside major
◦Rigorous program preparing majors to teach STEM
◦Mentoring by faculty and experienced teachers throughout the program and into first years of teaching (retention)

21. UTEACH
40 Universities in 19 States have UTeach Programs
◦Cumulative graduates, Spring 2014: 2,135
◦Projected UTeach graduates expected after grant period: 1,000 per year
◦Projected UTeach graduates nationwide by 2020: 8,300
◦Projected STEM students taught by UTeach graduates nationwide by 2020: 4.8 million
UTeach sites in DFW
◦UTeach Arlington at the University of Texas at Arlington
◦UTeach Dallas at the University of Texas at Dallas
◦Teach North Texas at the University of North Texas
From: http://uteach-institute.org/files/uploads/uteach-replication-stats.pdf

22. UTeach Arlington
Pre-UTeach Program
•Approx. 2 – 5 new math and science teachers/year Post-UTeach Program
•First UTeach students started fall 2010
•First year of graduates spring 2014/fall 2014
◦50 STEM prepared teachers (completed student teaching: 27 spring, 13 fall)
◦Specifically prepared to teach in DFW ISDs
◦At least 80-90% of UT Arlington teacher graduates work/stay in DFW schools 197 Mathematics and Science Students currently enrolled in UTeach Arlington
- Co-directors UTeach Arlington: Dr. Ann Cavallo (College of Education), Drs. Gregory Hale and Ramon Lopez (College of Science)

23. UTeach Arlington
Prepares Teacher Candidates To
• Teach STEM as consistent with the
disciplines
• Promote scientific and logical-mathematical
reasoning
• Understand how students learn and
teach accordingly
• Involve students in activity centered,
student centered learning experiences
• Engage students in real-world, industry
related applications
• Effectively teach diverse learners – ELLs,
exceptional learners

24. STEM Education Initiatives
NSF Robert Noyce Scholarship Program ($3M awarded to date)
◦$10K scholarships/year for up to two years toward science and mathematics teacher certification
◦Commit 2 years teaching/year of scholarship in a high need school district
◦Sustained support from university faculty and school-based mentor teachers through first years teaching
◦Results to date:
•Significant increases in self-efficacy toward teaching math/science pre to post program
•Increases in understanding and use of problem-based, inquiry-based teaching pre to post program
-Principal Investigator/Director: Dr. Ann Cavallo, College of Education; Co-Investigators: Drs. Greg Hale, Ramon Lopez, James Epperson, Laura Mydlarz, Laura Gough, Theresa Jorgenson, College of Science
-Cavallo, A., Hale, G. & Lopez, R. (2014, July). Examining impacts and shifts in pre-service physics teacher self-efficacy, beliefs about nature of science and constructivist practice through the NSF Robert Noyce Scholarship Program. Paper presented at the International Conference of GIREP-MPTL on Teaching and Learning Physics, Palermo, Italy.

25. STEM Education Initiatives
Advanced Teaching M.Ed. in Science Education/M.Ed. in Mathematics Education
◦On-line and on campus
◦Update and enhance:
•Science, mathematics, technology, content understanding
•Skills in teaching that content to students in K-12 schools
•Strategies for diverse learners, e.g., teaching ELLs
◦Learn to conduct research on teaching and learning in their classrooms to inform practice LUMINANT Energy and Environmental Science
◦Summer Institute at the Big Brown Mine
◦Tuition scholarship and materials
◦3 graduate credit hours toward masters degree
- Program Director: Dr. Ann Cavallo

26. Goal 2: TRANSFORM SCHOOLS INTO CENTERS OF COLLEGE READINESS Increase student achievement and increase rigor

27. STEM Education Challenges
DFW School Districts – Urban/Suburban
Total K-12 students in 3 Urban DFW ISDs 306,848
◦Dallas: 158,680 students 89.0% economically disadvantaged
◦Arlington: 64,913 students 68.4% economically disadvantaged
◦Fort Worth: 83,255 students 77.2% economically disadvantaged
Total K-12 students in 3 Suburban DFW ISDs 27,853
◦Grapevine-Colleyville: 13,328 students 22.2% economically disadvantaged
◦Carroll: 7,697 students 2.4% economically disadvantaged
◦Highland Park: 6,828 students 0% economically disadvantaged
Student Populations
◦DISD, FWISD, and AISD minority population1 students: 81%
◦GCISD, CISD, HPISD minority population students 14%
SAT Achievement
◦Mean SAT scores Dallas, Arlington, Fort Worth ISDs: 1349
◦Mean SAT scores, Carroll, Highland Park ISDs: 1712
1Black, Hispanic, Native American - Source: Texas Education Agency, 2014 http://ritter.tea.state.tx.us/perfreport/tapr/2013/srch.html?srch=D

28. STEM Education Initiatives
UTeach and NSF Robert Noyce Academic Year and Summer Internships
STEM Majors Provide Education and Tutoring at Community Agencies (examples)
◦Perot Museum of Nature and Science
◦CR Smith Aviation museum
◦River Legacy
◦YMCA
◦DFW Elementary and Secondary Schools
◦Boys and Girls Clubs
GO-Centers
◦High school students receive mentoring and support from UT Arlington STEM majors
◦Parent education on college application, financial aid, and scholarships
- Program Director Go-Centers: Dr. Carla Amaro-Jimenez

29. STEM Education Initiatives
Summer STEM Camps AT&T STEM Pathways Camp
◦120 students of at-risk, economically disadvantaged, underrepresented groups in STEM
◦Free residential camp each summer of funding
◦Rising 9th graders to prepare for high school science and math
◦Follow-up program during the academic year
◦Go-Centers in High Schools for continued support ExxonMobil Bernard Harris Summer Science Camp
◦48 students of economically disadvantaged, underrepresented middle school students
◦Free residential camp each summer of funding
◦Follow-up program during the academic year
- Program Directors/Co-directors: Drs. Greg Hale, Ann Cavallo, Carla Amaro-Jimenez

30. STEM Education Initiatives
Engineering Camps
◦Lego Robotics
Engineering Saturdays
ExxonMobil Science Ambassadors

31. STEM Education Initiatives
UT Arlington – Arlington AISD STEM Academy
•AISD will recruit 100 8th graders per year into the academy
•Housed within Martin HS
•Students will choose from AP opportunities in AISD and dual credit opportunities at UT Arlington
•UT Arlington faculty are working with AISD faculty to horizontally align UT Arlington freshmen level courses with AISD AP offerings and vertically align both with sophomore level courses at UT Arlington
•UT Arlington faculty and administrators will participate in AISD work groups preparing facilities, admissions requirements, extracurricular opportunities

32. Goal 3: PREPARE AND ENGAGE STUDENTS TO DEVELOP STRONG INTEREST IN STEM FIELDS Significantly increase the number of STEM majors and STEM graduates

33. STEM Education Challenges
Early STEM Experiences
Increase Time and Quality in EC- 6 STEM Education
EC-6 Grades Critical Age to Promote STEM
◦Children naturally curious
◦Anxious to learn STEM
◦Need and want to learn by doing
◦Learning through hands-on direct experiences helps advance:
◦Scientific and logical-mathematical reasoning abilities needed for later STEM success
◦Establishes students enjoyment and motivation to learn STEM
Not This
Do This

34. STEM Education Challenges Developing Scientific and Logical-Mathematical Reasoning
Research
Measured scientific/logical-mathematical reasoning:
•Proportional Reasoning
•Probability
•Controlling Variables
•Combinatorial Reasoning
•Ratios
•Hypothetical-deductive Reasoning Reasoning ability generally increased to 11th grade; declined in 12th grade and did not fully recover Why? Senior year (avoidance of mathematics)
- Cavallo, unpublished research; Lawson, 2007

35. STEM Education Initiatives Research
Choice of Science Major Among High School Physics Students in DFW Area High Schools
Study in DFW High Schools on Predictors of Science College Major:
•Science Enjoyment
•Scientific/Logical-Mathematical Reasoning Ability
Factors Related to Science Enjoyment and Scientific/Logical- Mathematical Reasoning Ability?
•Self-Efficacy (toward their own ability to successfully learn STEM)
•Meaningful (versus Rote) Learning
•Understanding the Nature of the Discipline
•Spatial Ability
- Cavallo, A., Lopez, R., and Hale, G. (2014). Examining Factors that Influence High School Physics Students' Choice of Science as a Career. Proceedings of the International Conference on Physics Education.

36. STEM Education Challenges College STEM Major Attrition
Nationally, One-third of Incoming College Freshmen are Interested in STEM Major
◦Over 50% leave STEM after first year of STEM coursework in college
◦Women, underrepresented minorities, first-generation, and low-income students leave STEM at higher rates than their counterparts
•Research found females in inquiry-based science classrooms more likely to continue in STEM compared to females in non-inquiry classrooms
◦Students who successfully completed mathematics courses, particularly calculus, most likely to persist as STEM majors in college
-Cavallo, A.M.L., & Laubach, T. (2001). Students' science perceptions and enrollment decisions in differing learning cycle classrooms. Journal of Research in Science Teaching, 38, 1029-1062.
-Chen, X., & Soldner, M. (2013), STEM Attrition: College Students’ Paths Into and Out of STEM Fields. US Department of Education, National Center for Education Statistics

37. STEM Education Initiatives Improve College STEM Teaching and Learning
CIRTL – Center for the Integration of Research, Teaching, and Learning http://www.cirtl.net/
Network of 25 major research universities to improve undergraduate STEM Education
◦Engage Graduate students (future professors) in learning to better teach STEM
◦Involve Graduate students in research on teaching and learning
◦Improve achievement of undergraduate STEM majors
◦Utilize distance/web-based courses and networking to share best teaching and research practices
On-TRAC program at UT Arlington
UT Arlington Center for Teaching and Learning Excellence
- Program Director CIRTL/ON-TRAC: Dr. Kevin Schug

38. CIRTL University Network
Boston University Cornell University Howard University Iowa State University Johns Hopkins University Michigan State University Northwestern University Texas A&M University University of Alabama at Birmingham University of California, San Diego University of Colorado at Boulder University of Georgia University of Houston University of Maryland, College Park University of Massachusetts Amherst University of Missouri- Columbia University of Pittsburgh University of Rochester University of Texas at Arlington University of Wisconsin- Madison Vanderbilt University Washington University in St. Louis

39. STEM Education in North Texas Collaboration and Support
Industry K-12 schools Colleges and universities Private Sector Informal Education Agencies State and National Government Leaders Parents/Guardians Students

40. Questions/Comments Contact Information Ann Cavallo, Ph.D. The University of Texas at Arlington Email: cavallo@uta.edu Phone: 817-272-0529