Please tell us more about how your partnership was formed and how it functions. What specific role does each partner play? What unique resources does each partner bring to the initiative?
NFTE’s leveraged model is such that partnerships are essential to the delivery of any program we operate. For the E-STEM project, we will partner directly with low-income public schools in New York City, Chicago, Baltimore, and San Francisco. Schools interested in participating in the pilot will be asked to submit applications highlighting three primary criteria: student need, as demonstrated by free/ reduced lunch data, test scores, and graduation rates; E-STEM’s connection to the school’s overall mission and strategy, including STEM course offerings; and the school’s capacity to partner with NFTE, as demonstrated by the teacher nominated to implement the pilot, his/ her nominated team members, and the administration. Schools provide unique, critical resources to our program – students, teachers, and facilities. We will also partner with corporations in STEM-related fields that can add value through employee volunteerism, products/services, and other industry assets. We have confirmed engagement commitments from Google, Intel, AECOM, SAP America, CSC, and LinkedIn, and we expect more. Corporations bring unique business and industry knowledge into the classroom and provide learning opportunities for students to connect abstract or complex concepts to real career and business scenarios. This includes access to STEM entrepreneurs already involved in NFTE’s programs like Andrew Mason, co-founder of Groupon and Reid Hoffman, co-founder of companies like LinkedIn.
How are you building in accountability for students' successful STEM learning outcomes? Please provide a summary and examples.
We have four levels of accountability to help drive student success. First and most importantly, the students will take ownership over their coursework and enter the program will full knowledge of the requirements and expectations. In line with all NFTE programs, challenges and incentives will be used throughout the course to keep student motivation high including financial prizes awarded through business plan competitions and other rewards for select games and simulation activities to recognize achievement, creativity, excellent individual or teamwork, and innovation. Second, schools will be held accountable to all requirements and deliverables that are agreed to based on their successful application to participate. This will include designating E-STEM teams that includes a strong, capable teacher, a math teacher, and guidance counsellor and affording them necessary time for training, professional development and program check-ins. School leadership will also commit to providing needed student data for research and evaluation and participation in partnership meetings for periodic updates and program assessment. Third, teachers will be essential to driving success and accountability. They will set high standards for students with clearly defined goals, requirements, and timelines. They will implement fun, engaging classes and fully tap into the resources NFTE will provide through direct staff support and outside volunteers and activities. Fourth, NFTE staff will manage all aspects of E-STEM and form a dynamic assessment and feedback loop to track student and program progress ongoing. By doing, so they will have an accurate sense of student achievement and knowledge of implementation milestones. Further, strong NFTE project management will help to limit negative surprises and maximize positive surprises for organizational learning and program improvements across cities and sites.
Please use this space to elaborate on your selection above and/or to add needs that may not be listed.
Financial investments from supporting partners/funders (government, corporations, foundations) will be essential to implementing well-designed and resource-rich E-STEM programs. Success of E-STEM will be heavily reliant on integrating significant volunteer participation of local professionals and entrepreneurs working in STEM-related fields. Volunteers will spend time with students in and out of the classroom speaking, leading exercises, hosting field trips, advising students on business ideas, and helping them explore possibilities for continuing their education. We also will be open to working with other groups to bolster our efforts by creating ongoing programs and reciprocal referral partnerships with minority and women’s organizations and state/city STEM collaboratives.
Please use this space to elaborate on your selection above and/or to add offers that may not be listed.
NFTE is interested in developing partnerships to best leverage our efforts and deepen our impact. This will be best achieved by making E-STEM a school-wide intervention. As such we envision our E-STEM teachers and NFTE staff to work in close collaboration with math teachers and guidance counsellors to set students on a college-bound trajectory through ongoing and advanced math courses and other STEM classes throughout students’ high school careers. We also will develop school-wide promotions and incentives to increase the “cool” factor and attractiveness of the program. For the STEM field broadly, we will share our research methods and findings to help all organizations learn what interventions are or are not working well to formulate ways to improve, sustain and scale.