teachHOUSTON has been awarded a major multi-institutional grant from the National Science Foundation (NSF) to support research aimed at improving the retention and effectiveness of early-career STEM teachers in high-need school districts. As part of the College of Natural Sciences and Mathematics at UH, teachHOUSTON focuses on producing STEM educators, especially those who aim to teach in local school districts.
The NSF-funded project, Improving Teacher Retention and Effectiveness through Knowledge Sharing (iTREKS): Studying STEM Teachers in High Need Schools across a Community of Practice, focuses on addressing persistent shortages of qualified STEM teachers nationwide. The grant is worth $330,387 and allows universities from across the country to examine how educators are prepared, supported, and retained, especially in the first five years of teaching. That is when attrition rates are highest.
National Collaboration to Address a Persistent Challenge
A central component of the iTREKS project is the development of a national community of practice. It’s a feature that teachHOUSTON faculty members Paige Evans and Karen Graham stress could help address the concerns for newer STEM teachers by providing a collaborative network for the teachers, educators, and practitioners from several institutions.
Programs like teachHOUSTON will be able to share data, examine common challenges and find evidence-based strategies that support teacher persistence and effectiveness in high-need schools. “No single institution can solve the STEM teacher shortage alone,” said Evans. “This work allows us to move beyond isolated success stories and build shared, research-informed solutions that help excellent STEM teachers enter high-need schools and stay there.”
The community of practice launched in January 2026 and will serve as an ongoing space for collaboration and problem-solving in the field.
Research-Informed Support for Early-Career STEM Teachers
Nationally, only about 56% of teachers remain in the classroom beyond five years, a challenge that intensified during the COVID-19 pandemic. STEM fields face particularly acute shortages due to high demand and limited access to subject-specific mentoring and support. “Despite decades of investment in STEM teacher preparation, teachers continue to leave the profession at alarming rates, and the pipeline of new STEM teachers has decreased,” said Evans.
teachHOUSTON has consistently exceeded national averages, reporting a five-year retention rate of 88% prior to the pandemic and 82% currently. Evans and Graham see iTREKS as an opportunity to strengthen current practices and identify new strategies that support early-career teachers during the most vulnerable stages of their careers.
“Research shows that teachers are most likely to leave within their first three to five years,” Graham said. “By improving how we prepare and support teachers early on, especially in STEM fields, we can help them feel more supported, more effective, and more likely to remain in the classroom.”
The research will include qualitative data collection, such as focus groups with institutional partners, as well as student-level data to examine how teacher preparation and support impact classroom outcomes. Findings will be disseminated through academic publications and professional conferences to benefit the broader STEM education community.
teachHOUSTON’s leadership in this project reflects NSM’s strengths in research-driven impact, partnership-building, and translating research into practice.
“This project is a strong fit for teachHOUSTON and NSM,” Evans said. “Our program has always prioritized community, mentoring, and strong partnerships, and this grant allows us to extend that work nationally in a meaningful way.”