Balgopal, MeenaSample McMeeking, LauraWeinberg, AndreaWright, DianeLin Hunter, Danielle2021-05-052021-05-052021https://hdl.handle.net/10217/232378http://dx.doi.org/10.25675/10217/232378Data_PD Attendance Record (information on which Noyce Scholars attended PD workshops at CSU) – 2016-2021; Data_Recruitment and Selection (information on recruitment strategies and selection strategies for new Noyce Scholars at CSU) – 2016-2021; Data_Mentor Cohort (information about the participation of mentor teachers who supported Noyce Scholars as CSU students and as early-career teachers) 2016-2021; COVID Data (these data were collected in 2020 from Noyce teachers who graduated from public institutions across 6 states as the COVID-19 pandemic began): CSU COVID Survey Round 1: items administered in May 2020; CSU COVID Survey Round 2 items administered in August 2020; CSU COVID Survey Round 3: items administered in November 2020; Survey Data for Repository: collated data from all three COVID surveys 2020.Department of BiologyThe CSU Noyce program was supported by the National Science Foundation Noyce Program. Funding supported undergraduate majors in science, technology, engineering, and mathematics majors who were also enrolled in CSU’s licensure program to become public school teachers in STEM disciplines. Noyce Scholars (those receiving financial and professional development support) commited to teaching at least one year in a high-need public school district for every semester they received funding. High-need school districts, defined by the NSF, are those in which one or more schools has high levels of students who receive free or reduced lunch, have high teacher turnover, or significant numbers of teachers who teach outside of their disciplinary expertise. CSU Noyce Scholars could receive up to 2 years of financial support in the form of stipends. They committed to maintaining contact with the CSU PI for up to eight years after graduation, so we could track their professional persistence and ensure that they have fulfilled their teaching obligations. A supplementary award from NSF allowed our team to administer three surveys to Noyce Scholars spread out across 12 other STEM teacher licensure programs that received NSF Noyce funding. The surveys were administered soon after the COVID-19 pandemic prompted school districts to shift their instructional delivery methods. These 12 other programs were spread out across six states listed below.ZIPPDFXLSXCSVengSTEM teachershigh-needs schoolsprofessional developmentCOVID-19DatasetThe material is open access and distributed under the terms and conditions of the Creative Commons Public Domain "No rights reserved" (https://creativecommons.org/share-your-work/public-domain/cc0/).