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
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.
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.
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.
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