Expeditionary Learning Outward Bound.doc

Evidence of Success Summary: 2007I. HistoryExpeditionary Learning Schools (ELS) grew out of an initiativethe Harvard-Outward Bound Project on Experience-Based Educationbegun by Outward Bound and the Harvard Graduate School of Education in the late 1980s. Our school creation and transformation design as well as supporting program of professional development and technical assistance are entering their 15th year. In 1992, Outward Bounds Expeditionary Learning proposal was one of eleven selected for funding from almost 800 solicited by the New American Schools Development Corporation (NASDC) for “break-the-mold” designs for whole-school reform. NASDCs series of grants over seven years provided support for testing, developing and scaling up application of the Expeditionary Learning Schools design. In 1993-94 we began with 10 demonstration schools in five cities of different sizes and composition across the country: New York City, Boston, Portland, Maine, Denver and Dubuque, Iowa. Expeditionary Learning is now being implemented in over 160 urban, rural, and suburban schools in 29 States, the District of Columbia, and Puerto Rico and reaches over 45,000 students and 4,300 teachers. Our schools are divided almost equally among elementary, middle, and high schools. While our work with schools is supported primarily with fees paid by partner schools and districts, we also attract grants and contracts from foundations and government agencies, as well as gifts from individuals. For example, in 2003, we received a grant of $12.6 million from the Bill and Melinda Gates Foundation to help create a number of new small public Expeditionary Learning secondary schools across the country. With 17 such schools in operation or planned, the Gates Foundation made another grant of $8 million in 2007 to help create additional schools. The Kauffman Foundation in Kansas City has also made grants of more than a million dollars to help us transform or create 12 elementary, middle or high schools in the Kansas City metropolitan area. Lastly, the Stuart Foundation in San Francisco has granted almost $1 million to support us in working with schools in the states of California and Washington. Briefly, our mission is to create and sustain good schools in places where good schools are most needed and most rare, and to connect them and put them in a position to help and learn from one another. We work on a school-by-school basis, entering into multi-year contracts with schools and school districts that, after a period of exploration, decide the ELS design is the one they want to use to improve teaching, school culture and student learning. We are interested in creating good schools of a certain kindmore humane, adventurous and rigorous than the norm. We think teaching and learning should be active and challenging, that character development is at least as important as academic development, and that habits of mind and behavior should be taught and learned in the process of teaching and learning reading, writing, mathematics and the other academic disciplines. In Expeditionary Learning schools, much of the academic work is done through learning expeditions - long-term investigations of important questions and subjects that mirror real world science and social science research. These learning expeditions include individual and group projects, field studies, and performances and presentations of student work. Reading and writing are taught across the curriculum. Character development and teamwork are embedded in our schools structures, practices and rituals, which are integrated into their academic programs.We know that good professional development is the fuel that propels improvement in teaching, and that there will be no improvement in student learning without better teaching. An intensive and extensive program of professional development is the backbone of our program of school improvement. We want to involve every teacher in each of our schools in at least 15 days of professional development a year for at least five years. It is our experience that this is what it takes to make and sustain positive changes in the craft of teaching and the culture of whole schools. II. Academic Performance in Expeditionary Learning SchoolsThe following table highlights the academic performance in a sample of EL schools across a range of grade levels, governance models, and geographic locations. Academic Performance in Expeditionary Learning SchoolsSchool Name*Demographics*Evidence of SuccessCrossroads School,Baltimore, MDCharter; Grades 6-8; Urban 82% FRL 94% nonwhite The Class of 2007 had the highest scores in both math and reading for any middle school (6-8) in Baltimore City on the 2006 Maryland School Assessment. Over 90% of the Class of 2007 has been accepted to private and public college-preparatory high schools. The Class of 2007 exceeded the state attendance standard for excellence three years in a row. The Class of 2007 completed over 1,500 hours of community service during their three years at Crossroads School.World of Inquiry School #58, Rochester, NYDistrict; Grades K-6; Urban 73% FRL 91% nonwhite Highest average scores of any elementary school in City of Rochester in both math and reading for grades 3 through 6 on the 2006 and 2007 New York School Assessment. 100% of students scored proficient on the science New York School Assessment in 2005 and 2006. Consistently post highest or close to highest attendance rates in city. 95% of parents attend student led conferences. Recognized as a High Performing School by the New York State Department of Education. Received a National School Change Award form Fordham University in 2007.Washington Heights Expeditionary Learning School (WHEELS), New York, NYDistrict; Grades 6-12; Urban 100% FRL 99% nonwhite As measured by the 2007 New York City Department of Education Progress Reports, WHEELS is the fourth-highest rated Middle School in NYC, and the highest rated first-year school. Average daily attendance rate of 95.2%, compared to a citywide average of 89%. 100% participation in Student Led Conferences. 90% faculty retention rate.Odyssey School, Denver, COCharter; Grades K-8; Urban 34% FRL 49% nonwhite The school outperformed the district by 25 to 38 percentage points in reading in both 2006 and 2007 as measured by the Colorado Student Assessment Program (CSAP) reading tests. The school outperformed the district by 15 to 19 percentage points in math in both 2006 and 2007 as measured by the CSAP reading tests.Capital City Public Charter School, Washington, DCCharter; Grades K-8; Urban 44% FRL 66% nonwhite Capital City had the highest math scores on the DC CAS of any public charter elementary school and the second highest reading scores. School-wide math proficiency, as measured by the DC Comprehensive Assessment System (DC CAS), increased by 18 points from 2006 to 2007 and reading proficiency increased by 7 points. As measured by DC CAS, Capital City has the highest percentage of students at proficiency among black students in reading and Hispanic students in math compared to all middle schools in the city. 100% of parents attended parent-teacher conferences. 96% of Capital City 8th graders scored proficient or advanced in math on the DC CAS. All teachers utilize the workshop method of instruction. 96% teacher retention rate.King Middle School, Portland, MEDistrict; Grades 6-8; Urban 58% FRL 36% nonwhite While serving the highest percentage of low-income students and English-language learners of any middle school in Maine, the school exceeded district and statewide averages on the state assessment in all seven subject areas between 2001 and 2007.Oakhurst Elementary School, Decatur, GADistrict; Grades K-3; Suburban 29% FRL 47% nonwhite School received the 2006 Platinum Award for Greatest Gain in Percentage of Students Meeting or Exceeding Standards from GOSA. 100% of the schools 3rd graders scored proficient or higher on the 2007 Georgia Criterion-Referenced Competency Tests (CRCT) in math and social studies. Attendance at Oakhurst increased each year between 2005 and 2007 and was consistently higher than district and statewide averages.Amana AcademyAlpharetta, GACharter; Grades K-8; Suburban FRL unreported 59% nonwhite 92.8% of students met or exceeded state standards in 2007. In 2006 and 2007, 100% of the schools 6th graders scored proficient on the reading and social studies state assessments compared to 88% and 83%, respectively, of 6th graders statewide. The schools composite proficiency score for grades 3-5 in 2007 was higher in math, reading, science, and social studies than the states composite score.Bryant Elementary School, Dubuque, IADistrict; Grades K-5; Urban 28% FRL 6% nonwhite A NCLB Blue Ribbon School in 2007, one of four in the state. Students scored in the top 10% on the Iowa Test of Basic Skills. One of the original Expeditionary Learning Schools, implementing since 1993.*CCD Public School Data 2005-2006 school year, National Center for Education Statistics, /parents/schools/find/edpicks.jhtml?src=ctIII. Third-Party Studies and ReportsThird-party research studies have evaluated ELS and cite positive outcomes including improved teacher practice, higher student achievement, increased engagement, and a positive and productive school culture. ELS has been recognized as one of the countrys most effective professional development programs.National Staff Development Council (NSDC), 2002 and 1999A series of NSCD reports entitled “What Works: Results-Based Staff Development” have featured Expeditionary Learning as a leading professional development organization. The 2002 NSDC report on elementary school professional development notes that “using both independent third-party evaluations and internal assessment, consistent improvement in student achievement has been demonstrated throughout the designs history.” The 2002 report on high school professional development mentions ELs “heavy emphasis on teacher content development and the rigorous expectation of adult learning and collaboration for all teachers.” The 1999 middle school report concluded that EL was the only program of 26 studied to meet all 27 standards for high quality professional development. Center for Research on the Education of Students at Risk (CRESPAR), 2002An analysis of 29 comprehensive school reform models conducted by the Center for Research on the Education of Students at Risk in 2002 ranked Expeditionary Learning as one of the top models, first among designs that had been in the field less than 10 years. Center for Research in Educational Policy, 2002In comparison to a group of schools with similar demographics, teachers at the Rocky Mountain School of Expeditionary Learning (RMSEL) in Denver used significantly more coaching and project-based learning and significantly less direct instruction and independent seatwork. The study found that RMSEL students at all grade levels consistently outscored the comparison group on the Colorado State Assessment Program, scoring an average of twelve percentage points higher in reading. Polly Ulichney, Ed.D., Brown University, 2000This Brown University longitudinal study (Ulichny, 2000) examined two New England Expeditionary Learning Schools, a middle school in Maine and a K-8 school in Massachusetts. The study found that before implementing the EL design, King scored lower than its district and state on the Maine Educational Assessment (MEA). In contrast, during 1998-1999, King students outscored the state average in six of seven disciplines. Similarly, the study found that the Rafael Hernandez School, a K-8 two-way bilingual school in Boston, outperformed a district school with a demographically similar population. IV. Practitioner ReflectionsSchool personnel provided the following remarks about the successful contributions the Expeditionary Learning model has made to their schools: “In the 2003-2004 school year, students embarked on an expedition that involved articulating a wolf skeleton, with guidance from a community expert. This project included gutting, butchering, cooking, and cleaning the bones from the wolf, ultimately leading to the reconstruction of a museum quality skeleton. While this type of project would not work with all students in all environments, it demonstrates the ability of Expeditionary Learning to connect students to their local environments by allowing teachers to develop expeditions that are relevant to their students. Students have embraced this project with such vigor that many ask to sta