Expeditionary Learning middle schools in Washington and New York City improved mathematics and reading learning, particularly for students who remained with the project-based school model for all three years of middle school.
That’s the conclusion of a new longitudinal study by Mathematica Policy Research that matched students in Expeditionary Learning schools with demographically similar district students.
Students who stayed in the program for three years gained, on average, seven months more learning in reading and 10 months more in math than their counterparts in other district schools.
