Sec. 507. Robert Noyce Teacher Scholarship Program
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Congress finds that— the Robert Noyce Teacher Scholarship Program supports the development and dissemination of evidence-based teacher preparation models and the recruitment, preparation, and retention of STEM educators; as a result of awards granted between fiscal years 2002 and 2013, the Robert Noyce Teacher Scholarship Program will support over 12,000 new math and science teachers, including in high-need districts; and independent evaluation suggests that the Robert Noyce Teacher Scholarship Program improves recruitment of underrepresented and STEM-trained students into teaching, encourages teachers to work in high-need areas, and can improve relationships between teacher preparation programs and industry.
Section 10 of the National Science Foundation Authorization Act of 2002 (42 U.S.C. 1862n–1) is amended by amending subsection
(k)to read as follows: The Director shall develop and implement practices for increasing the retention of STEM teachers funded under this section in high-need districts, including rural areas. Potential actions may include— conducting research to better understand factors relevant to teacher retention; increasing the recruitment from high-need districts; partnering with nonprofit or professional associations to provide teachers funded under this section with more opportunities for professional development and mentorship; establishing a system to better collect, track, and respond to data on the career decisions of teachers funded under this section; and conducting pilot programs to improve teacher retention. . Section 10 of the National Science Foundation Authorization Act of 2002 (42 U.S.C. 1862n–1) is amended by adding at the end the following: The Director shall encourage the expansion of the Robert Noyce Teacher Scholarship Program by— actively recruiting participation among and providing proposal drafting assistance to institutions of higher education that do not grant doctoral degrees, including associate-degree granting institutions and community colleges; encouraging a broad geographic distribution of funding recipients under this section through increased outreach to geographic regions that have been traditionally underfunded by the Robert Noyce Teacher Scholarship Program, relative to other regions; and soliciting grant proposals that incorporate technology into teacher training, including the development of distance learning techniques to support teacher training in rural areas. .
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- 42 USC 1862n–1
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Sec. 507
Robert Noyce Teacher Scholarship Program
Cite42 USC 1862n–1
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