{"title":"Impact of The NTN Design on Academic Outcomes","authors":"Brooke Culclasure, Eric Stocks, Michael Odell","doi":"10.14434/ijpbl.v17i1.32477","DOIUrl":null,"url":null,"abstract":"The effect of the New Tech Network (NTN) design on several academic measures was tested on ninth graders in four schools in the Southeastern United States. Results suggest that, when implemented with fidelity to the model, there is a significant effect of the NTN treatment on achievement test scores as students in NTN schools scored higher on both the End of Course (EOC) Math and ELA tests compared to students in control schools. This effect remained after controlling for Poverty, Race, and Preexisting Achievement Level. Students in NTN schools also were slightly more likely to earn dual credit compared to students in the control schools. However, there was no effect of the NTN treatment on dropout rate and students in NTN schools were more likely to be retained in their current grade level compared to students in the control schools.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":0.6000,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Interdisciplinary Journal of Problem-Based Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14434/ijpbl.v17i1.32477","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The effect of the New Tech Network (NTN) design on several academic measures was tested on ninth graders in four schools in the Southeastern United States. Results suggest that, when implemented with fidelity to the model, there is a significant effect of the NTN treatment on achievement test scores as students in NTN schools scored higher on both the End of Course (EOC) Math and ELA tests compared to students in control schools. This effect remained after controlling for Poverty, Race, and Preexisting Achievement Level. Students in NTN schools also were slightly more likely to earn dual credit compared to students in the control schools. However, there was no effect of the NTN treatment on dropout rate and students in NTN schools were more likely to be retained in their current grade level compared to students in the control schools.
期刊介绍：
The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.
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