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  • Home
  • About
    • Who We Are >
      • Leaders >
        • ​Allyna May
        • Anuhea T
        • Brianna Newman
        • Claire Tao
        • Elsa Bosemark
        • Erika Pun
        • Eva Deng
        • Heba El Torky
        • Isabelle Carr
        • Isaiah Vertus
        • Joey Huaiyu Dong
        • Karim Ibrahim
        • Katherine Dam
        • Kreeya Makan
        • Linda Puzey
        • Lucy Clarke
        • Lucas Guzmán-Finn
        • Meghna Kanthan
        • Omar Raef Gebril
        • Raneem El Torky
        • Rod Uribe
        • Sarah Duffaut
        • Simarn Regmi
        • Sampada Pokharel
        • Zenry Padua
      • Boards And Councils
      • Advisory Council
      • Educational Partnership Board
      • Technology Board
      • Board of Directors >
        • Andrew Lewman
        • Dr. Sarah Lewis Cortes
        • Caroline Meeks
        • Prof. Thomas H. Koenig
        • Ada Jo Mann
        • Will Eiref
    • Impact
    • Events
    • Funding
    • Resources
  • Internships
    • Apply >
      • Intern Application
      • Intern Application FAQ
    • Community Service Credits
    • 2021 Program >
      • Alissa Nitedthunyakij
      • Angeline Wiguna Saleh
      • Anne Zheng
      • Caspar Wong
      • Darly Awuah-Kojo Dee
      • Emily Deras Fuentes
      • Eric Spencer
      • Eva Deng
      • Irfan Nisar
      • Jason Luong
      • Joanne Zeng
      • Joshua Paza
      • Kay (Umapom) Pardee
      • Lily Runtong Tan
      • LingLing Wang
      • Lucy Noyes
      • Matthew Chan
      • Neil Akrami
      • Sandy Liu
      • Sarah Chen
      • Sean Noriega
      • Sherry My Tram
      • Tiffany Dong
      • Vincent Wong
      • Wendy Segura
    • 2020 Program >
      • Alivia Zhao
      • Amarrah Woo
      • Anuhea Tao
      • Athena Jiang-Qin
      • Belle Mandjes
      • Cecille Pardo
      • Charlotte Winn
      • Christopher Velez
      • Claire Tao
      • Daniel Opara
      • Elsa Bosemark
      • Edwin Mui
      • Emmanuel Gelin
      • Fizza Ahmed
      • Hermela Aklilu
      • Hermone Siyum
      • Jada Scott
      • Jay Mason
      • Jayden Brothers
      • Jonas Kambazza
      • Kreeya Makan
      • Lavanya Goel
      • Libaan Aden
      • Lionel Jnleys
      • Lisa Lam
      • Matias Gersberg
      • Matthew Pace
      • Mishka Francis
      • Mohamed Alishirdon
      • Nathan Liang
      • Rachel Zhu
      • Rodas Yared
      • Samichhya Ghimire
      • Sarah Duffaut
      • Selene Jiang-Qin
      • Shahnawaz Fakir
      • Shayne Thorpe
      • Sofia Stein
      • Stachine-Nael Fleurimond
      • Sujsri (Preya) Das
      • Tennessee Foster
    • 2016 Program >
      • Dagmawi Wassie
      • Daniel (Jackson) Moore-Otto
      • Eoin Rogers
      • Henry Cason-Snow
      • Jameel Jean-Pierre
      • Joe Larkin-Avin
      • Kalinda Miller
      • Katherine Dam
      • Kevin Diaz-Salvador
      • Kevin Fleurimond
      • Lucas Guzman-Finn
      • Lucas Oliviera-Chase
      • Mariana Mariani
      • Zenry Padua
    • 2015 Program >
      • Eskendir (Alex) Terfe
      • Jim Clyde Louisaire
      • Jennifer Diaz
      • Hend Elkatta
      • Emerson Vaquerano
      • Lucy Clarke
      • Luz-Margarita Ruiz
      • Rajiv Sabhanayak
      • 2014 Programs >
        • Akampwera Sheila
        • Tumuhimbise Loice
        • Johnny Thapa
      • Sasha Tekeian
      • Tumuhimbise Loice
      • William Eiref
    • Bikes Programs
  • Tech Services
  • Join Us
    • Mentors, Judges, Guest Speakers
    • Schools
    • Corporate
    • Jobs
  • Contact
  • Give

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.
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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.

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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.

​Financial Sustainability 

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

2019 Annual Report here
​Strategic Plan here

TERMS OF USE
TERMS OF SERVICE

​​PRIVACY POLICY

© EACH ONE TEACH ONE INC 2020. ALL RIGHTS RESERVED.