We are open and accepting clients. Angus Whyte. Call us today for a free consultation with a counselor: Every grade level averaged at least one year above grade equivalency in every subject. In addition, the report of the accreditation visit by the North Central Association Visiting Resource Team in April concluded that the Rocky Mountain School of Expeditionary Learning is well on its way to becoming a powerful example of educational practice for the state of Colorado and the nation.
We were greatly impressed with the level of commitment, respect, and thought about learning that both students and teachers demonstrated during our visit. Nearly every student interviewed by the visiting team could articulate what they were learning and where they were going. We look forward to following the school's progress.
Elsewhere, the evidence of Expeditionary Learning's success continues to accumulate: King Middle School in Portland achieved dramatic gains on the Maine Educational Assessment MEA , surpassing the rate of change statewide. King students went from performing below the bottom of the range for demographically similar schools in six curriculum areas in , to performing above the top of the range in all six areas one year later.
King students averaged a point increase in their scores, compared to a statewide average gain of only 15 points. In , King's reading, math, and language arts scores increased again, by an average of an additional 25 points.
In New York City, three-year longitudinal comparisons show significant increases on the Degrees of Reading Power Test in grades seven and eight at the School for the Physical City, placing the school 29th out of the city's junior high schools in reading in Some 75 percent of the students were reading at or above grade level, compared to only 47 percent across the school system as a whole. In , fifth-grade students at Clairemont Elementary School in Decatur scored at the 8.
Clairemont fifth graders also outperformed both the school district and the state in all curriculum areas on the Georgia Curriculum Based Assessment Test in , scoring at the 99th percentile in reading, the 95th percentile in math, the 98th percentile in science, and the 95th percentile in social studies. In Boston, the Rafael Hernandez School ranked 11th in math and 17th in reading out of the city's 76 elementary schools on the Stanford-9 test in the percentage of fifth graders reading above grade level.
The Hernandez School is a two-way bilingual school that serves a student population that is 59 percent Hispanic, 27 percent African American, and 14 percent Caucasian; 73 percent of students qualify for free or reduced-price lunch.
McKinley Elementary School's fourth graders improved their scores on Cincinnati's Fourth-Grade Proficiency Test by 26 percentage points in math, 23 in citizenship, and six in reading from to In all five areas tested, McKinley's fourth graders achieved a higher rate of proficiency than the district and state average.
Sixth graders at McKinley scored higher than the district and state average in reading 89 percent proficiency and science 46 percent proficiency. At the Lincoln, Bryant, and Table Mound Elementary Schools in Dubuque, Iowa, a longitudinal study showed a significant decrease in the percentage of sixth graders scoring below the 25th percentile and a substantial increase in those scoring above the 75th percentile on the Iowa Test of Basic Skills.
Students at all levels are pushed and supported to do more than they think they can. Students apply their skills and knowledge to real-world issues and problems and make positive change in their communities. They see the relevance of their learning and are motivated by understanding that learning has purpose. Through formal structures of presentation, exhibition, critique, and data analysis, students and teachers build a shared vision of pathways to achievement.
School leaders, teachers, students, and families share rigorous expectations for quality work, achievement, and behavior. Trust, respect, responsibility, and joy in learning permeate the school culture. When implemented robustly, the Expeditionary Learning core practices create school environments that promote deep engagement in learning and support students to achieve at high levels.
EL students gain skills critical to college readiness and lifelong success-literacy, numeracy, problem-solving, critical thinking, collaboration, creativity, persistence toward excellence, and active citizenship-as well as mastery of subject-area knowledge.
When these design principles are properly incorporated into the classroom experience, students develop curiosity, skills, knowledge and courage in a safe, supportive environment. They learn to imagine a better world and how to do their part to realize it. While the philosophies may sound good in theory, the proof is in the pudding for most educators and parents. According to a report on expeditionary learning schools by the University of Colorado, the impact is significant.
A middle school teacher in Decatur, Georgia, told researchers conducting the study, "Kids who used to say, 'I can't,' now know that they can do it.
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