Culclasure, B., Odell, M., Stocks, E., & Sprogis, A. (2017, March). New Tech Network Evaluation Report: 9th, 10th, and 11th Grade Data (2015-2016). Expanded Evaluation Sample. (Unpublished evaluation report). Greenville, SC: Furman University. Researchers from the Riley Institute at Furman University and from the University of Texas at Tyler (UTT) jointly conducted a study of four high schools that have recently transitioned into New Tech schools. This study had five components: a fidelity analysis; an analysis of outcome variables; an analysis of college and career ready variables; a teacher survey administered to New Tech teachers in the four project schools; and a culture and climate survey administered to New Tech administrators and teachers in the four project schools.Sample size: Four New Tech Schools and a statistically similar comparison sampleMethods: Quasi-experimental design (QED)Year: 2014-15 and 2015-16 Academic Years (AY)Location: Southeastern United StatesFindings: The AY 2014-15 report examined NTN 9th grade outcomes. Compared to similar students, NTN 9th graders outperformed control students on End of Course (EOC) Math and EOC English Language Arts (ELA) exams. This effect remained after controlling for Poverty, Race, and Pre-existing Achievement Level (8th grade state scores). College and career readiness was measured using the College and Work Readiness Assessment (CWRA). Analysis of CWRA results indicated NTN students outperformed similar non-NTN students on most sections. The AY 2015-16 report examined 9th, 10th, and 11th grade student outcomes. Compared to similar students, NTN 9th graders outperformed controls students on EOC Math and ELA. Compared to similar students, NTN 11th graders outperformed controls students on ACT composite scores. In all areas examined (Workkeys, ACT subject tests, dropout, retention, dual enrollment), NTN students either outperformed similar students or no difference was found. Related research:Stocks, E., Odell, M., & Culclasure, B. (2016, October). Strategies for Handling Unexpected Changes When Evaluating Education Projects. Presentation at the annual American Evaluation Association (AEA) Evaluation and Design Conference, Atlanta, GA.
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