Collaborative research: improving teacher retention and effectiveness through knowledge sharing (ITREKS): studying stem teachers in high need schools across a community of practice

Federal Grant Award Summary

The National Science Foundation's Division of Undergraduate Education awarded $1,232,951 under the STEM Education program (CFDA 47.076) to Middle Tennessee State University on October 1, 2025, to lead a collaborative research initiative titled "Improving Teacher Retention and Effectiveness Through Knowledge Sharing (iTREKS)." This Noyce Track 4 project, scheduled for completion by September 30, 2028, delivers research and knowledge-sharing services across a consortium of nine universities to address the persistent national challenge of STEM teacher retention and effectiveness in high-need school districts. The project produces systematic research findings through large-scale data collection, quantitative and qualitative analysis of early-career teacher experiences using the nationally normed Tripod Student Perception Survey and classroom observation protocols, and evidence-based strategies for enhancing STEM teacher preparation programs. Deliverables include research reports analyzing the impact of teacher preparation programs on retention rates, identification of programmatic features contributing to long-term effectiveness, and dissemination of findings to refine teacher education practices across participating institutions.

The consortium consists of Alabama A&M University, Central Washington University, North Dakota State University, University of Colorado Colorado Springs, University of Houston, University of Nevada–Reno, University of Texas at Austin, and University of Texas Rio Grande Valley, with participating faculty serving as sub-awardees responsible for data identification, collection, and sharing across Years 1–3 of the project. Key institutional participants include faculty from each consortium member who attend regular community meetings, advisory board convenings, and summer collaboration venues to execute the convergent parallel mixed-methods research design. The project's ultimate objective is to strengthen the STEM teacher workforce and improve STEM education outcomes for all students by generating actionable knowledge about teacher persistence and effectiveness through collaborative knowledge sharing among multiple teacher preparation programs across the United States.

Abstract

This NOYCE track 4 project aims to serve the national need of improving stem teacher retention and effectiveness in high-need school districts (HNSDS) by fostering a collaborative community of practice (COP) among multiple institutions. The initiative addresses persistent challenges in recruiting, preparing, and retaining secondary stem teachers in HNSDS by leveraging a network of teacher preparation programs across the united states. Through a combination of data-driven research and community engagement, this project will systematically study factors influencing teacher persistence and effectiveness while developing strategies to enhance stem teacher preparation. The project includes large-scale data collection, quantitative and qualitative analysis of teacher experiences, and dissemination of findings to refine teacher education practices. By promoting collaboration and knowledge sharing, the project has the potential to improve stem education for all students and strengthen the stem teacher workforce. This project at a consortium of universities, including alabama a & M university, central washington university, middle tennessee state university, north dakota state university, university of colorado colorado springs, university of houston, university of nevada-reno, university of texas at austin, and university of texas RIO grande valley, is designed to investigate and enhance stem teacher persistence and effectiveness in HNSDS. Key project goals include analyzing the impact of stem teacher preparation programs on teacher retention, identifying programmatic features that contribute to long-term effectiveness, and evaluating early career stem teachers using the nationally normed tripod student perception survey as well as a classroom observation protocol. Using a convergent parallel mixed-methods approach, the project will integrate quantitative analysis of stem teacher placement and retention trends with qualitative interviews and focus groups. Findings will contribute to understanding the key elements of effective stem teacher preparation and inform evidence-based practices for recruiting and supporting teachers in high-need schools. The COP framework will facilitate knowledge exchange and professional development among teacher educators, fostering a common vision of effective stem teaching. Evaluation efforts will track the impact of the COP on teacher preparation programs and retention rates, ensuring sustainability and broad dissemination of results. This track 4: NOYCE research project is supported through the robert NOYCE teacher scholarship program (NOYCE). The NOYCE program supports talented stem undergraduate majors and professionals in becoming effective K-12 stem teachers and experienced teachers in becoming stem master educators in HNSDS. IT also supports research on the effectiveness and retention of K-12 stem teachers in these districts. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the foundation's intellectual merit and broader impacts review criteria.- subawards are planned for this award.