Items Covered Across Modules

Items Covered Across Modules in Recipient Survey

Module E

Module D

Module C

Module B

Key Topics 

Module A

Survey Items

Respondent Background and Demographic Information 
Background information (name, IHE)
Classification of recipient:  current status
Highest educational achievement
Classification of recipient:  initial status when first received Noyce support
  Undergraduate major/area of concentration
  Undergraduate GPA
Occupation prior to Noyce program:  STEM professional?
Age when first began receiving Noyce funds
Employment status
Current teaching certification status
Certification subject area, grade level, & other certifications
Current undergraduate status/undergraduate status as of Feb 1st
  Preparation for teaching (course & student teaching)
Gender, race/ethnicity, age, marital status & children

A1
A1
A1
A1
A1
B1‐B3b B1‐B3b B1‐B3b B1‐B3b B1‐B3b
B4
B4
B4
B4
B4
D1
C1
D1
D1
C1
D2a
C2a
D2a
D2a
C2a
D2b
C2b
D2b
D2b
C2b
D3‐D4a C3‐C4a D3‐D4a D3‐D4a C3‐C4a
D5
C5
D5
D5
C5
H3‐H5 B6‐B7
C1
C1
C1
C2
C2
C2
D1
B5‐B5b
D2‐D5
I1‐I5
G1‐G5 K1‐K5 K1‐K5 G1‐G5

Entry into Teaching/Leadership Roles 
First year of employment as a K‐12 teacher
Prior teaching experience
STEM subject area taught during 1st year as K‐12 teacher
STEM subject area taught during 1st three years as K‐12 teacher
Years teaching to date
Years teaching in a high need school
Name of current school/school district where employed/most recently employed 
as K‐12 teacher
Grade level(s) currently teaching/taught/intend to teach/intended to teach
Subject area(s) currently teaching/intend to teach/intended to be certified in
Working with teaching colleagues/other Noyce recipients
Leadership responsibilities/positions
Interest in teaching & motivation to teach
Primary reasons not employed as K‐12 teacher
Most important reason not working as a K‐12 teacher
Likelihood of teaching in future
Likelihood of teaching in high need district in future
Reasons unlikely to be teaching 3‐10 from now
 Leaving teaching permanently or temporarily
Fulfilled Noyce service years/likelihood to fulfill service years
Intention to teach after fullfillment of Noyce‐required service years

F1

F1

G1
F1‐F3

F2

F2
G2
F4a
F4b
H2a‐b F7a‐F7b
H1a

G1‐G2
G2/E2
G4/E3
G5‐G6

E2
E3

H1

F1

H3
H4
H6‐H7
I1‐I3
J1

H2a
H2b
H2c
H2d

F2a
F2b
F2c
F2d
F3
F3

J2a
J2b
J2c
J2d
J3
J4

H3

F5

D2
D3

J1
H1
H2
J2a
J2b
J2c

F1‐F2

F2a
F2b

J3
J4

Characteristics of Program
Year completed/anticipate completing teacher preparation program
Type of certification program(regular or alternative model)
Mentoring/supervision
Field experiences/activities
Characteristics of student teaching experiences
Other comments about teacher cert program (text box)
Types of supports received during first 3 years of teaching
Types of supports received during first year of teaching
Professional development in math/science teaching: duration and intensity

E1
E4
E7‐E8
E9
E5‐E6c

E1
E1
E1
E4
E2
E2
D1
E7‐E8 E5a‐E5b E5a‐E5b D5a‐D5b
E9
E6
E6
D6
E5‐E6c E3‐E4c E3‐E4c D4‐D4c
D7
F3
G3

F3
G1‐G2

Characteristics of  Schools In Which Noyce Recipients Teach
School climate

G5

H5

F8

E7

E7

Respondent's Perception of the Program
How well teacher prep program prepared respondent for teaching 
Reasons for leaving teacher prep program
Other reasons for leaving teacher prep program (text box)
Reasons for withdrawing from Noyce

E1
E1
E2

Crosswalk of Recipient Survey Items to Research Questions and Uses in Analysis

Respondent Background and Demographic Information 
Background information (name, IHE)
Classification of Recipient:  Current Status
Highest educational achievement
Classification of Recipient:  Initial status when first received Noyce support

•

•

Name of current school/school district where employed/most recently employed as K‐12 teacher
Grade level(s) currently teaching/taught/intend to teach/intended to teach
Subject area(s) currently teaching/intend to teach/intended to become certified in
Working with teaching colleagues/other Noyce recipients
Leadership responsibilities/positions
Interest in teaching & motivation to teach
Primary reasons not employed as K‐12 teacher
Most important reason not working as a K‐12 teacher
Likelihood of teaching in future
Likelihood of teaching in high need district in future
Reasons unlikely to be teaching 3‐10 from now
Fulfilled Noyce service years/Likelihood to fulfill service years
Intention to teach after fullfillment of Noyce‐required service years
Characteristics of Program
Year completed/anticipate completing teacher preparation program
Type of certification program(regular or alternative model)
Mentoring/Supervision
Field Experiences/Activities
Characteristics of student teaching experiences
Types of supports received during first few years of teaching
Professional Development in math/science teaching: Duration and intensity

•

•

•

•

•
•
•

M
M
M
O
O
O

•

•
•
•

•

Respondent's Perception of the Program
How well teacher certification program prepared respondent for teaching responsibilities
Reasons for leaving teacher prep program
Reasons for withdrawing from Noyce
Respondent's Perception of the Program

•

M,A
M
M
D,C
O
D
D,P
D,P
O
O
D,P
O
O

•
•

•
•

•
•
•
•
•
•
•

•
•
•
•
•
•
•

•
•
•
•
•
•

•
•
•
•
•
•

D,P
D,P
D,P,M
D,P
D,P
D,P
M

•

•

D,C

•
•

•
•

D
D
D

•

Characteristics of  Schools In Which Noyce Recipients Teach
School climate

A
M,A
C
M
M
M
C,D,M
M
M
M
M
M,D,P
C,D

Undergraduate major/area of concentration
Undergraduate GPA

Occupation prior to Noyce program:  STEM professional?
Employment status
Current teaching certification status
Certification subject area, grade level, & other certifications
Current undergraduate status/undergraduate status as of Feb 1st
Preparation for teaching (course & student teaching)
Gender, race/ethnicity, age, marital status & children
Entry into Teaching/Leadership Roles 
First year of employment as a K‐12 teacher
Prior teaching experience
STEM subject area taught during 1st year as K‐12 teacher
STEM subject area taught during 1st three years as K‐12 teacher
Years teaching to date
Years teaching in a high need school

Analysis

RQ 5

RQ 4a

RQ 3c

RQ 3b

RQ 2e

RQ 1d

RQ 1c

Survey Item
Note: the survey items below appear in one or more of the recipient survey modules.

2

Research Questions1

•

1

Research Questions Answered by STEM Faculty Survey
RQ1c:  What activities do teacher preparation programs that have Noyce awards use to prepare Noyce recipients to teach in general, and to teach in high‐need 
schools, in particular?
RQ1d:  What activities do teacher preparation programs that have Noyce awards use to support Noyce completers once they are teaching in high‐need 
schools/districts?
RQ2e:  How do Noyce recipients perceive the preparation they received from their teacher preparation program in preparing them for teaching?  When did 
Noyce recipients first become interested in teaching?  What are the reasons Noyce recipients give for leaving the program or for teaching or not teaching 
in high‐need districts?
RQ3b:  How do Noyce recipients perceive the climate of their schools?
RQ3c:  What supports do Noyce recipients receive in their first few years of teaching?  
RQ4a:  How are the types of supports/ activities/ training, financial incentives, school/district characteristics, or other personal experiences related to Noyce 
recipients’ plans to enter and/or remain in teaching and leadership roles?
RQ5
What is the impact of Noyce on teacher recruitment, retention, and teacher effectiveness?

2

Analysis Notes
A: indicates that the variable from this item is used for administrative purposes (e.g., backgorund information, to drive skip patterns)
D: indicates that the variable from this item is used in descriptive analysis
P: indicates that the variable from this item is used as a predictor for relational/impact analysis
O: indicates that the variable from this item is used as an outcome
C: indicates that the variable from this item is used as a control variable
M: indicates that the variable from this item could be used to describe the teaching certification program but it is not tied to a particular research question