core curriculum in mind and guiding students with rich discussion, cooperative learning, and appropriate teaching strategies along the way, we ensure that these lessons trans- late to meaningful learning. Over the past three years, since we began our commitment to inquiry-based practices in the outdoor learning environment, performance of Hollin Meadows’ diverse and economically disadvantaged student body has shown outstanding achievement in standardized test scores. Students outscored division and state perfor- mance in math on the 2010 Virginia Standards of Learning (SOL) tests (State 87%, our division 84%, Hollin Meadows 95%). The passing rate for all students in math increased from 81% in 2007 to 95% in 2010. (Black students increased from 76% to 88%; Hispanic students increased from 72% to 96%; White students increased from 93% to 100%.) In 2010, there was no gap between low income students’ scores and other students. While Hollin Meadows SOL test scores are improving, the achievement gap is shrink-
ing, and qualitative assessments show that students are developing identity and confidence in their educational achievement. In response to a 2008 survey that assessed attitudes about math, Hollin Meadows students and teachers expressed significantly more favor- able attitudes when compared to a neighboring school with similar demographics but no inquiry-based outdoor education program. From these results we could conclude that these positive attitudes are the result of a learning environment that is interdisciplinary and inquiry-based. !
Jason Pittman teaches at Hollin Meadows Science and Math Focus School in Virginia and is the National Science Teachers’ Association’s 2011 Early Science Educator of the Year.
The passing rate
for all students in math increased
from 81% in 2007 to 95% in 2010.
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