A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z
Download PDF (256k)
 |
Expeditionary Learning has zero evidence of effectiveness for elementary school comprehensive school reform, according to the Comprehensive School Reform Quality Center* (CSRQ). |
 |
Expeditionary Learning has limited evidence of effectiveness for middle/high school comprehensive school reform, according to the Comprehensive School Reform Quality Center* (CSRQ). |
 |
Expeditionary Learning has highly promising evidence of effectiveness in elementary and secondary schools, according to Dr. Geoffrey Borman.** |
Expeditionary Learning designs schools where students engage in active learning and connect their learning to the real world, with the belief that “authentic” practices in the classroom create academic rigor and character growth.
For more on the reviews of Expeditionary Learning, read the CSRQ reviews of elementary school comprehensive school reform and middle/high school comprehensive school reform, and the Borman K-12 meta-analysis. Links to the CSRQ and Borman reviews are available on the BEE.
For more information on Expeditionary Learning, visit www.elschools.org.
* The Comprehensive School Reform Quality Center (CSRQ)
The CSRQ was established at the American Institutes for Research through a grant from the US Department of Education and operated from 2003 to 2006. The CSRQ reviewed research on comprehensive school reform models. See www.csrq.org.
**Dr. Geoffrey Borman
Dr. Geoffrey Borman is a researcher at the University of Wisconsin. He published a review of research on the achievement effects of comprehensive school reform as follows:
Borman, G., Hewes G., Overman, L., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 2, 125-230.
For other reviews of research on education programs, see the Best Evidence Encyclopedia homepage at www.bestevidence.org.
|
