Impact We're closing the gap in STEM (Science, Technology, Engineering and Math) education, employment, and direction in high school, higher education and beyond. Three things make us unique:
E1T1’s unique curriculum and training approach designed to make pursuit of computer science appealing to girls and everyone
E1T1 emphasizes skills that can be used immediately to gain employment, as well as can be built upon for higher education and a career
E1T1 has been focused on teaching girls coding since 2009, one of the first such programs in the field.
E1T1 aims to:
widen the STEM career candidate pool:
to include members of all backgrounds, by providing a curriculum incorporating arts and fitness, that attracts participants who might not otherwise consider STEM education, careers and employment
by effectively provide practical workforce development training in STEM fields in real-world tech skills needed for immediate and long-term employment in the technology sector and any sector where tech skills are valued
set participants' sights on:
higher-paying jobs, including in technology, rather than lower-paying unskilled labor jobs
further STEM education
foster self-reliance, including financial independence
enable participants to maximize their contribution to, and participation in, the modern economy through technology-readiness, while building the 21st century skills, beliefs, and networks they will need to thrive in the modern economy.
The Impact is clear - people of all backgrounds gain a clearer path to real-world practical STEM skills, better STEM job opportunities, and STEM higher education. And a better-trained, more technology-capable workforce enables overall community economic growth.
Building a Roadmap for Success
Goals: after E1T1 training and internship, participants are:
More likely to learn about college and careers
More likely to be employed in the tech sector or in jobs requiring tech skills
Earn higher compensation
Contribute to building enterprises that contribute to expanding the economy
Express interest in a career in STEM
More likely to enroll in college track high schools and programs than matched peers
Master 21st Century skills
Graduate from high school on time as compared with matched peers
More likely to enroll in college than low-income participants nationally
More likely to graduate from a four-year college
More likely to earn a postsecondary degree or certificate in the STEM field
Expanded Benefits We are partnering with Northeastern University to conduct a five-year (2015-2020) quasi-experimental external evaluation of the implementation and impact of the E1T1 initiatives as it scaled across a national network. The study investigates how E1T1 participants are significantly more likely to report that the program helps their self-esteem and pro-social behaviors and that they are also more likely to participate in activities that help them learn about college and careers. We are also investigating E1T1 participants' significant academic gains, equal to an additional three months of learning in Math, in the first year of E1T1 implementation in their community.
STEM Apprenticeships We are conducting an independent evaluation of the E1T1 internship project, which focuses on the implementation and impact of STEM apprenticeships within the E1T1 model. Program impact is assessed using a quasi-experimental design (QED) to compare students who participated in at least one (and up to four) STEM-focused apprenticeships to students who participated in non-STEM-focused apprenticeships during the school year. In addition to the apprenticeships, the students who participated in the E1T1 model, all received the same amount of academic support programming. The evaluation includes E1T1 participants in five schools in three urban public school districts across three states.
The evaluation investigates significant impacts on participants' technology skills. Participation in at least one STEM apprenticeship is projected to have a significant impact on participants, an effect roughly equivalent to 12 months of additional technology training.
Program effects We are conducting a rigorous longitudinal study of our program from 2015 to 2020.
We project that the E1T1 program engages students who are at greater educational risk than students overall prior to enrolling in E1T1, and find substantial evidence of statistically significant positive impacts on students’ engagement in school, achievement, and graduation, and employment.
Uniquely Positioned to Meet a Growing Need Women and girls continue to lag worldwide in technical education and training, which leads to the most remunerative work. According to the bureau of Labor Statistics, lack of a technically trained workforce is a leading indicator of poor economic growth in many areas. In the US alone, according to the Bureau of Labor Statistics, there will be 1.4 million additional IT jobs created by 2020 and only 400,000 computer science graduates. With years of experience, a tested, proven model, and long-standing partnerships with educational and community partners, Each One Teach One is uniquely positioned to contribute to closing the gap between the supply of technically skilled workers and the demands of a digital economy.
Technology Training and Employment for Women and Girls in Developing Areas
Our organization piloted its program, providing coding and technology training and employment for girls, women, and other community members, in our backyard, as well as around the world, with a goal to empower economic independence and personal contribution through finding employment in the technology sector. The program trains students to pay the cost of the program forward by becoming a mentor for someone else.
Each1Teach1 achieves this through: • Leveraging proven technology training curricula for scalability • Following through from training through employment • Women-led organization sets an example of success and collaboration As a result, EachOneTeachOne clients transition from un- or under- employment, through training to greater self-sufficiency through more remunerative employment that better meets the needs of a digital economy.
Full Cycle-from Training to Employment
E1T1 is unique in covering the full spectrum, from mentoring technical training, to mentoring seeking and finding employment in technical fields, specifically, software development. While other programs provide technology training, only E1T1 follows through beyond training to link disenfranchised girls and women in developing countries to employment. Scalable and Global E1T1 leverages online technology training resources like Codecademy and uses remote mentors, paired with coordinating partner NGOs on the ground. So E1T1 can scale significantly and go anywhere.
Research shows that girls and women are under-represented in technology fields in school, and in technology-related employment. Technical jobs are among the most flexible and highest- paying. Lack of economic self-sufficiency resulting from gender inequality in education, training and employment reaps a grim harvest. It is one of the top reasons drawing and then trapping women into unhealthy relationships all over the world, creating sad conditions and pulling area economies down with them into a cycle of stagnation. Economic self-sufficiency for girls and women benefits everyone as it reduces financial motivations for getting into and staying in unhealthy relationships. Everyone benefits when all people achieve proficiency in skills, including technical skills, and have access to the best jobs. Each One Teach One seeks to address the imbalance in technical education, achievement, and job prospects. E1T1 specifically targets girls and women in developing areas. Both the girls and women benefit in lifting themselves beyond the limitations of gender inequality, and their areas benefit from an increase in a skilled workforce and an increase in employment.
Theory of Action/Theory of Change
We strive for results where more girls and women achieve well-compensated, flexible employment in computing-related fields. Our model is created to provide concrete guidance and resources to girls and women, encouraging confidence, self-sufficiency and employment in computing-related fields. Our model is created to provide concrete guidance to achieve in technical skills, through use of existing online resources, guidance and mentoring. The model seeks to provide education that leads to jobs, which then will lay the foundation for economic self-sufficiency for girls and women. It will in turn leads to an improved ability to avoid and end unhealthy relationships based on financial dependence and lack of options. Desired outcomes include completion of technical training, completion of job seeking skills training, and finding work. The ultimate outcomes include better-compensated, more flexible employment options for girls and women, avoidance of unhealthy relationships and the resulting harms and costs, and increased employment in targeted areas. We believe in building skills through building confidence, and improving lives through education, training and gainful employment. Students are encouraged to challenge themselves, but progress at their own pace.
E1T1 was started with funding from public grants, as well as private foundations and corporate grants. E1T1's strategic plan ensures stability and sustainability. In accordance with the plan, E1T1 has a diversified its revenue mix.
Program Performance and Organizational Health Key progress measures E1T1 tracks:
PROGRAM PERFORMANCE # of students served # of programming training modules completed # of jobs offered and completed # of partner sites # of employer partners
ORGANIZATIONAL HEALTH/CAPACITY-BUILDING # of E1T1 staff # of volunteers Strategic fundraising plan Board development plan New corporate and individual donations Total revenue
Social Impact- Milestones and Indicators In its first year, Prospect Hill Academy’s urban classroom has improved its technology literacy, completing hundreds of programming training modules. Measuring the depth of E1T1’s social impact focuses on measuring achievement of educational and employment goals and milestones, using the following metrics to gauge direct impact on clients and the economy
Social Impact- Milestones Completed training modules Applied/hired for one job Completed one job and get paid Started mentoring one student Students plus mentees completed and benefitted from training
Social Impact- Indicators Students Trained % of students demonstrating programming proficiency Students Employed % of students completing a job Per capita student earnings $ per student in their first year Students completing program Total students Volunteers enrolled Total volunteers Employers enrolled Total employers