A classroom experiment

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Science  06 Feb 2015:
Vol. 347, Issue 6222, pp. 602-605
DOI: 10.1126/science.347.6222.602

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The National Science Foundation (NSF) has poured half a billion dollars into the Robert Noyce Teacher Scholarship Program since it was launched in 2003. The program is meant to draw those with STEM (science, technology, engineering, and math) degrees into teaching at high-needs public schools, on the assumption that students would learn more science and math if they were taught by those who know and love the subjects. Several thousand Noyce-trained teachers have been placed in these schools. But so far the program hasn't moved the needle on student achievement, or even on the overall supply of well-prepared STEM teachers. The reasons are complicated. And many of the factors that will ultimately determine the success or failure of the program, including attitudes toward the teaching profession and the myriad factors that affect how students learn, lie outside NSF's power to control.