STEM Equity Pipeline

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"NAPE’s professional development is transformational, profound in changing the lives of teachers and their students. These ideas help me be intentional when communicating with children so they understand how much I value them as learners and thinkers."

-- Terri Marini, Vice President of Programs Dallas AfterSchool Network, TX

Program Type

Teacher Development/Training

Target Audience

Females

Black/African American

Hispanic/Latino

Native Hawaiian/Pacific Islander

American Indian/Alaskan Native

Teachers/Educational Leaders

Location

Nationwide

Grades

Grades 6 - 8
Grades 9 - 12

 Accomplished

Program Impact

The STEM Equity Pipeline has a strong track record of increasing the percentage of women and other underrepresented populations with improvements in student enrollment, performance, or retention consistently ranging between 20% and 50% . NAPE provides programs, services, and resources to state and local education agency members serving over 7.2 million secondary and 4.4 million community college students in Career and Technical Education and STEM education.

 

Program Overview

The STEM Equity Pipeline(TM) was established in 2007 by the National Alliance for Partnerships in Equity Education Foundation to provide professional development and resources for educators to increase the participation of women and underrepresented populations in STEM.

The STEM Equity Pipeline(TM) includes two professional development programs that seek to create institutional and classroom transformation that improves the enrollment, retention, completion, and transition of women and other underrepresented students in STEM programs of study.

  • The Program Improvement Process for Equity in STEM (PIPESTEM(TM)) creates institutional change by working with teams of administrators, faculty, and counselors at the secondary and community college level to transform policies and practices.
  • Micromessaging to Reach and Teach Every Student(TM) trains teachers and faculty to use effective pedagogy to engage every student in building STEM self-efficacy and achievement that translates to career interest and development.

Both programs use accountability data to conduct a performance gap analysis at the institution or classroom level, disaggregated by student demographics. The training integrates the most current research on effective practices in educational equity, social learning theory, gender equity, and cultural competency. Year-long professional learning communities facilitate continuous learning, create a supportive environment for change, and aim to be sustainable. 

How To Get Involved

Businesses may choose to join the Business Advisory Council ($2500), sponsor an event, such as our annual Professional Development Institute (up to $25,000), or fund professional development for schools, districts, or colleges at $3,300 per educator for one year, including stipends and/or substitute pay.

Funders and Partners

The following partners represent our state partners in the STEM Equity Pipeline, organizations serving on the STEM Equity Pipeline National Advisory Board, Funders, members of the NAPE Business Alliance Council and members of the NAPE Education Foundation Board of Directors: California Joint Special Populations Action Committee, California Department of Education, California Community College Chancellor's Office, Illinois Center for Specialized Professional Support, Illinois State Board of Education, Illinois Community College System, Missouri Center for Career Education, Missouri Department of Elementary and Secondary Education, Oklahoma Department of Career Technical Education, Wisconsin Department of Public Instruction, Wisconsin Technical College System, Minnesota State Colleges and Universities, Minnesota Department of Education, Iowa Department of Education, New Hampshire Department of Education, Ohio Association of Community Colleges, Georgia Technical College System, Texas Higher Education Coordinating Board, Amarillo College, Idaho career Pioneer Network, Kentucky Office of Career and Technical Education, District of Columbia State Office of Career and Technical Education, Louisiana Community and Technical College System, Vermont Department of Education, New Mexico Public Education Department, Colorado Community College System, Mississippi Department of Education, Association for Gender Equity Leadership in Education, Southern Regional Education Board, Association for Career and Technical Education, National Association of Workforce Development Professionals, American Association of Community College, American School Counselors Association, American Federation of Teachers, National Academy of Engineering, National Women's Law Center, American Association of University Women , Connecticut State Department of Education, Wider Opportunities for Women, Aerospace Industries Association, Skills USA/VICA, Women in Engineering Programs and Advocates Network (WEPAN), Cisco Networking Academy, EdLab Group, Disabilities Unlimited Consulting Services, National Research Center for Career and Technical Education, American Association for the Advancement of Science, Project Lead the Way, Intel Corporation, California Public Affairs, California Commission on the Status of Women, National Association of State Directors of Career and Technical Education Consortium, National Education Association, National Academy Foundation, University of Wisconsin Center for Women's Health Research, Des Moines Area Community College, Learning Forward, Cisco Academy, Xerox Corporation, Texas Instruments, Lockheed Martin, CompTIA, Career Communications, Her Own Words, Microsoft Corporation, Quality Float Works, A. Morris Consulting, LLC, University of Northern Iowa, National Science Foundation, Texas Instruments Foundation, Dallas Women's Foundation, The Fluor Foundation, Communities Foundation of Texas, Harold Simmons Foundation, Motorola Solutions Foundation, The Ohio State University-mNET Project, Bell Helicopter, Posey Foundation, Chester County Intermediate Unit, Bainbridge College, Hill College , Ohio Buckeye Career Center, Fort Worth Independent School District, Michigan Department of Education, Rockwell Collins, Lockheed Martin, National Research Center for Career Technical Education, Dallas County Community College District, Battle Creek Public Schools, Pennsylvania College of Technology, and Santa Fe Community College.

Contacts

Mimi Lufkin, Chief Executive Officer
mimilufkin@napequity.org
610-593-8038

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Design Principles

The programs in this database clear a high bar. STEMworks reviewed each program against CTEq's Design Principles for Effective STEM Philanthropy.

  • Accomplished
  • Developing
  • Undeveloped

Overarching Principles

  • Need

    Identify and target a compelling and well-defined need.

  • Evaluation

    Use rigorous evaluation to continuously measure and inform progress towards the compelling need identified.

  • Sustainability

    Ensure work is sustainable.

  • Replication and Scalability

    Demonstrate replicability and scalability.

  • Partnerships

    Create high impact partnerships

  • Capacity

    Ensure organizational capacity to achieve goals.

STEM Principles

  • Challenging and Relevant Content

    Offer challenging and relevant STEM content for the target audience

  • STEM Practices

    Incorporate and encourage STEM practices.

  • Inspiration

    Inspire interest and engagement in STEM.

  • Under-Represented Groups

    Identify and address the needs of under-represented groups.