The Math Immersion program was developed to provide high-quality math teachers to New York City public schools.  In just over five years, the New York City Teaching Fellows program has made a dramatic impact on New York City public schools by bringing thousands of new math teachers to the schools that need them most. Today, one in every four math teachers in New York City is a NYC Teaching Fellow.

Eligibility
The NYC Teaching Fellows Math Immersion program helps selected candidates who are interested in teaching math but who did not major in math gain the credits they need to teach math in the New York City public schools. Admission to the Math Immersion program is highly competitive; successful candidates often have a math-related major, significant experience with higher-level math coursework, and/or a professional background in a math-related field such as engineering and finance. Additionally, strong candidates for the Math Immersion program often have experience tutoring students in math or math-related concepts.  Please note: if you are a math major, you do not need to participate in this program in order to qualify to teach math.

Consideration for the Math Immersion program is determined on a case-by-case basis; however, to be eligible, you must

a)    have earned a B or better in at least four college-level math intensive courses AND
b)    at least 2 of those must be calculus or advanced-level math courses

Applicants who are interested in participating in Math Immersion should indicate their interest when applying.

Training and Support
Math Immersion Fellows participate in an additional two weeks of pre-service training immediately preceding regular pre-service training. During this time, Fellows will be engaged in an intensive review of mathematical concepts that will help them succeed on the Math Content Specialty Test (CST) and in the classroom. The additional two weeks of pre-service training also provide Math Immersion Fellows an opportunity to build relationships and network with a broad and diverse group of talented new math teachers.

Math Immersion Fellows will receive an additional nontaxable stipend to offset living costs during the extra two weeks of training. While this amount has not yet been finalized for June 2010, the additional stipend for Math Immersion Fellows in previous years was $1,000.

Most Math Immersion Fellows will train to teach 7th – 12th grade math; however, some universities train Math Immersion Fellows to teach middle school only.

Taking the Math CST
One of the biggest concerns for Math Fellows is the Math Content Specialty Test (CST) that they must take and pass before they can begin teaching (note: Fellows do NOT need to take any tests until AFTER they have been accepted to the program.) However, there are many resources available to you, including study guides and online practice tests.

Math Immersion Fellows have a good track record with the Math CST. Nearly 95 percent pass before the school year starts, which is the same rate for all other content areas. It is not unusual, however, for Math Immersion Fellows to need more than one opportunity to pass the CST, so we encourage you to apply early.

For more information, please visit the National Evaluation Systems’ website at: http://www.nystce.nesinc.com. 

Math Immersion Fellows are Making a Difference in NYC Classrooms.
Students need a strong math understanding to open doors to future opportunities. Math Immersion Fellows often work in the hardest to staff schools and are making a noticeable difference in the lives of students by increasing achievement in a subject that is crucial to their long-term success.

According to an independent study published in April 2006 by the National Bureau of Economic Research, NYC Teaching Fellows are more effective than traditionally certified teachers in raising student achievement in math by their third year of teaching.[1]
Interested in becoming a Math Immersion Fellow? Learn more about the application process. 

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[1] Kane, Thomas J., Rockoff, Jonah E., Staiger, Douglas O. “What Does Certification Tell Us About Teacher Effectiveness? Evidence From New York City,” Working Paper 12155; National Bureau of Economic Research. April 2006. P. 18.