The eight NT high schools included in this study represent a convenience sample, as they were all implementing the NT model in the state where the evaluation was conducted. The schools were at different stages of implementation, however, because the model had typically been implemented one grade level at a time, starting with the 9th grade and adding another grade level each year. As such, at the time of this study, three schools had implemented the model in grades 9 through 12, three had implemented in grades 9 through 11, and two had implemented in grades 9 and 10. Although a convenience sample, the schools were located in a variety of locales across the state.
According to state-assigned locale designations, two schools were located in large cities, one in a small town, two in midsize cities, two in rural areas, and one in the urban fringe of a midsize city.
New tech Model School Attribute
As described above, the eight schools implemented the NT model in one of three ways: whole school implementation, autonomous school implementation, and small learning community implementation. Three schools implemented NT across their whole school. They are smaller high schools; two are located in rural communities and one is in a small town. Two schools in this study were established as autonomous schools; they are both located in midsize cities. The NT model at three schools was implemented as a small learning community housed within a large district school; two are located in large cities and one in the urban fringe of a midsize city.
The participant schools enrolled between 178 and 539 students. Students were mostly White, although one school’s population included 71.6% students of color. Around 10% of students were identified as having special educational needs, except for those in one school, whose population of students with special needs consisted of almost 21% of enrolled students. Most schools included between 25 and 45% of students who qualified for free or reduced-price meals, with the exception of two, which served almost 82% and a little more than 70% of this group of students. Finally, most schools had few English Language Learners (ELL), although two schools included 12.6% and 8.5% ELLs. The two schools whose student population was most diverse were also the two schools located in urban areas.
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