ERIC Number: ED462456
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Expeditionary Learning Outward Bound. Summary Report.
Weinbaum, Alexandra; Gregory, Lynn; Wilkie, Alex; Hirsch, Lesley; Fancsali, Cheri
This report describes the Expeditionary Learning Outward Bound Project (ELOB), a 3-year project launched by Outward Bound USA in 1992 with a grant from the New American Schools Development Corporation. The major goal of the ELOB was to develop new schools or transform existing ones into centers of expeditionary learning, in which learning would take place through expeditions, "journeys into the unknown," with teachers as guides as students explore questions of importance and meaning. ELOB schools were characterized by design principles including emphasis on character and academic development and by program components that included transformations in: (1) scheduling and school organization; (2) teacher-student relationships; (3) curriculum; (4) professional development; and (5) assessment. Ten schools participated in the ELOB initiative: four elementary, one middle, one K-8, one K-12, one regional vocational center, and one alternative high school. Schools were located in Boston (Massachusetts), Denver (Colorado), Dubuque (Illinois), New York City, and Portland (Maine). In 1993-94, approximately 5,400 students, 39% of whom were students of color, were enrolled in ELOB schools, which included inner-city schools in high-poverty areas. The program evaluation, which included teacher and student surveys and case studies in five schools, found significant changes in curriculum and teaching in all schools accompanied by positive changes in student achievement with significant increases in standardized test scores and demonstrable social and academic growth. Students from poor, immigrant, and minority backgrounds fared well in all schools. Teachers experienced enhancement of their professional standing, in part because of their central roles in the restructuring. Four appendixes describe some changes and present school profiles. (Contains 11 references.) (SLD)
Descriptors: Academic Achievement, Curriculum Development, Educational Assessment, Educational Change, Elementary Secondary Education, Experiential Learning, Immigrants, Minority Groups, Professional Development, Program Evaluation, Program Implementation, School Restructuring, Teaching Methods, Urban Schools
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Academy for Educational Development, Inc., New York, NY.