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 for employers, as well as can be built upon for higher education and a career
- E1T1 has been focused on teaching coding to women, girls and other members of underrepresented groups since 2012, 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 providing 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, less flexible 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 hands-on tech service delivery job experinece in our tech internships, and 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.
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Building a Roadmap for Success
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Goals: participants will:
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Expanded Benefits
We are partnering with Northeastern University to develop a plan to conduct a five-year (2015-2020) quasi-experimental external evaluation plan of the implementation and impact of the E1T1 initiatives as it scales across a national network. The study will investigate whether and 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, whether they are equal, for example, to an additional three months of learning in Math, in the first year of E1T1 implementation in their community.
STEM Apprenticeships
We are planning to conduct an independent evaluation of the E1T1 internship project, which focuses on the implementation and impact of STEM apprenticeships within the E1T1 model. Program impact will be 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. The evaluation will include E1T1 participants in five schools in three urban public school districts across three states.
The evaluation will investigate significant impacts on participants' technology skills, such as whether participation in at least one STEM apprenticeship can have a significant impact on participants, for example, roughly equivalent to 12 months of additional technology training.
The evaluation will investigate significant impacts on participants' technology skills, such as whether participation in at least one STEM apprenticeship can have a significant impact on participants, for example, roughly equivalent to 12 months of additional technology training.
Program effects
We are planning to conduct a rigorous longitudinal study of our program from 2015 to 2021.
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.
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.
Financial Sustainability
E1T1 was started with funding from public grants, as well as private foundations and corporate grants. E1T1's goals include a strategic plan that ensures stability and sustainability through diversifying revenue mix.
Program Performance and Organizational Health
Key progress measures E1T1 tracks:
PROGRAM PERFORMANCE
# of students served
# of programming training modules completed
# of tech service delivery work experience internships completed
# of next 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. Likewise, measuring the depth of E1T1’s social impact focuses on measuring achievement of educational and current and future employment goals and milestones, using the following metrics to gauge direct impact on clients and the economy
Social Impact- Milestones
Completed training modules
Completed tech service delivery modules
Applied/hired for one external job
Completed one future 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 receiving payment for external tech work
Per capita student earnings $ per student in their first year
Students completing program Total students
Volunteers enrolled Total volunteers
Employers enrolled Total employers
Annual Report here
Strategic Plan here
Program Performance and Organizational Health
Key progress measures E1T1 tracks:
PROGRAM PERFORMANCE
# of students served
# of programming training modules completed
# of tech service delivery work experience internships completed
# of next 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. Likewise, measuring the depth of E1T1’s social impact focuses on measuring achievement of educational and current and future employment goals and milestones, using the following metrics to gauge direct impact on clients and the economy
Social Impact- Milestones
Completed training modules
Completed tech service delivery modules
Applied/hired for one external job
Completed one future 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 receiving payment for external tech work
Per capita student earnings $ per student in their first year
Students completing program Total students
Volunteers enrolled Total volunteers
Employers enrolled Total employers
Annual Report here
Strategic Plan here