Hinnant-Crawford, B. & Virtue, E. (2019). New Tech Network Comparative Analysis: Non-Academic Outcomes in Three States. Cullowhee, NC: Western Carolina University.
Hinnant-Crawford, B. (2020). New Tech Network Comparative Analysis: Academic Outcomes in Texas Addendum. Cullowhee, NC: Western Carolina University.
This report summarizes the primary findings from Phase I and Phase II of the comparative analysis, that used secondary data analysis with OLS Regression and multi-level modeling in Phase I and a concurrent triangulation mixed method design in Phase II to estimate the impact of New Tech Network on academic and non-academic student outcomes.
Sample size: Phase I exam data included 9 NTN schools (53 comparison) sourced from the Texas Schools Project (Texas Education Agency). Phase II site visit and survey data were collected from nine schools (5 NTN/4 non-NTN) and 253 students (NTN =149/Non-NTN 105).
Location: Texas, North Carolina, Michigan
Findings: New Tech students report engaging in project-based learning (PBL) and having technology integrated through the curriculum more than their Non-New Tech peers, and that distinction was statistically significant. Furthermore, project-based learning was a positive and significant predictor of problem solving, active and engaged citizenship, self-regulation, and grit. Statistically significant survey results demonstrate that New Tech Students are more engaged in: Innovative technology use in their classrooms, Investigations of real-world problems, Civic behaviors and skills, Communicating to external audiences, Peer feedback and collaboration, and Data analysis. Texas data were analyzed for the 2016, 2017, and 2018 cohorts, controlling for ethnicity, disability, income, giftedness, English language learner status, and the overall poverty levels within the school building, New Tech students scored significantly higher on English II exams.