Scientifically based research performed by
The University of Oklahoma's E-team

These findings indicate that students in classrooms implementing Great Expectations┬« methodology showed greater gains in student academic achievement during the school year compared to demographically similar students not exposed to GE.  Findings from principal, teacher, parent, student surveys, and the classroom observations, student achievement all differed in ways that would be expected based on GE implementation.

The fact that parents noticed differences in their children's behavior indicates that the skills students learn in GE classrooms are also being used outside the classroom.  Across all three grades, GE parents were significantly more likely to report that their children show interest, excitement, and involvement in learning and enjoying learning activities.  This is consistent with teacher and principal self-reports as well as observer ratings of classroom behavior.  It is clear from this study that GE not only increases student achievement, but it also creates positive attitudinal and behavioral changes for principals, teachers and students at schools, in classrooms as well as in other domains.

View the entire executive summary -
GEEvaluationExecSummary.pdf 708 KB

View the abbreviated executive summary - Abrev_GEEvaluationExecSummary.pdf 630KB

High Quality Professional Development Defined -OU_High_Quality_Professional_Devleopment.pdf  119KB

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