The Impact of Project-Based Learning on New Tech High School Implementation: Results From a Student Survey

• In Event: Lessons Learned: Evaluating the Impact of School Reform

Abstract

While most school reform efforts involve the input of school administrators, teachers and policy makers, students’ voices are commonly left unheard. This study used survey analysis to investigate how students perceive the implementation success of the New Tech High School (NTHS) model, connecting their responses to specific indicators of NTHS success. Additionally, it examined the relationship of the project-based learning (PBL) instructional approach to these areas of success within the model. By examining students’ perceptions, this study affirmed that PBL is critically linked to improved outcomes within the context of the NTHS reform model. These results can inform NTHS teachers and administrators as well as policymakers about how to develop the PBL instructional approach to promote success for all schools.

Authors

• Gina Gabriele Mosier, University of Indianapolis

• Jill Bradley-Levine, University of Indianapolis

• Tyonka Perkins, University of Indianapolis