Center for Research in Educational Policy and the University of Memphis
Evaluation of Implementation of Expeditionary Learning Outward Bound at Middle College High School, Springdale Elementary School, and Macon Elementary School, 1997
In November, 1997 the Center for Research in Educational Policy at the University of Memphis published an evaluation for the Memphis City Schools of the implementation of New American School designs in 34 Memphis schools. Three Expeditionary Learning schools were included in the study: Middle College High School, Springdale Elementary School, and Macon Elementary School.
The three schools began implementation during the summer of 1995, and data were collected during the spring of 1997. These evaluations, thus, represent a snapshot of the progress that schools had made toward the end of their second year of implementation. The study was designed to give the Memphis City Schools accountability data on how well each of the schools was implementing its New American Schools design.
The study used four different types of evidence: 1) an interview with the principal; 2) a teacher focus group; 3) teacher surveys; and 4) classroom observations. With this evidence, the research team assessed how well the schools attained an early version of the Expeditionary Learning benchmarks.
The evaluation found that all three schools made important changes in curriculum, instruction, assessment, and organization. There was evidence of significant improvement at Middle College High School, where the evaluation found that the school had transformed itself into an exemplary center of Expeditionary Learning. There was also evidence of progress, in many cases dramatic, in Springdale and Macon.
1) Middle College High School
The principal reported that "tremendous accomplishments" were witnessed and that teachers play a different role, now viewing themselves as resource brokers, problem-solvers, facilitators, and learners. The principal’s role has also changed, as she has become more involved as an instructional leader. She reports that every day is project-based and that every day involves problem solving. Interdisciplinary approaches are evidenced by teachers who use an historical approach to English and incorporate writing in math classes. Teacher portfolios, lesson plans, and expeditions are institutionalized.
Teachers commented on the high level of faculty support for the design and indicated that Expeditionary Learning had made significant contributions to classroom changes such as cooperative learning, classroom design, student exhibits, portfolios, journal writing, and improved use of language. All teachers support authentic assessment. There was consensus that Expeditionary Learning drives the school improvement plan, and that the quality of student work has improved. Students focus more on major projects and less on textbook exercises (this was confirmed by classroom observation).
Closing remarks by teachers focused on teacher empowerment and total school improvement since design implementation. Other improvements cited by teachers included students taking great pride in their work, improved communication among teachers, enhanced self-esteem among students, and improved attendance.
2) Springdale Elementary
The principal reported that 50 percent of children’s daily activities occur in cooperative groups, that children are acting better and are engaging more in learning, and that teachers were beginning to enjoy this type of teaching. The Expeditionary Learning design has become the school’s improvement plan.
Classroom observation showed substantial evidence of Expeditionary Learning instructional practice: "Based on classroom observations, a great deal has been done to implement various design components. Cooperative learning is very salient, alternative assessment and self-assessment practices are visible, student work is prominently displayed, curriculum is integrated, and teachers are assuming a role as coach or facilitator." Researchers found ample evidence in classrooms of learning expeditions that seemed "well-planned, consisted of integrated curriculum, included many hands-on activities, and involved cooperative group activities."
3) Macon Elementary
Classroom observation and teacher comments provided clear evidence of important changes in teaching practice and teachers reported significant improvements in student learning. The principal commented that she had heard many teachers say Expeditionary Learning "is the way to go" and "the children are learning more." Teachers said that "faculty members are very supportive of the design," and one teacher remarked that "teachers like teaching across the curriculum... they are more enthusiastic." Teachers reported positive changes in the students since design implementation: they were more engaged and motivated; better writers and reading at a higher level; working more together and were more enthusiastic about learning; and have learned how to direct their own learning.
Evaluators found evidence of well-designed and effective implementation of Expeditionary Learning in classrooms: teachers served as facilitators of learning, students worked in teams, experiential approaches to education were evident, students guided their own learning, and there were high levels of student engagement.
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