“To start a school is to proclaim what it means to be human.”
This powerful statement, emblazoned on the wall of Springfield Renaissance School, immediately sets it apart from many educational institutions. In a landscape often dominated by test scores and college rankings, Renaissance Learning, as exemplified by this school, champions a more profound mission: to cultivate well-rounded individuals equipped not just for academic success, but for meaningful lives.
While academic achievement and college readiness remain crucial goals, Renaissance Learning posits that these are byproducts of a richer educational experience, not its sole definition. Stephen Mahoney, the founding principal of Springfield Renaissance School, emphasizes this philosophy: “How to be a responsible citizen, how to be a good human being, that’s as important a focus for a school as the Pythagorean Theorem, as supply and demand curve, as stoichiometry.” He argues that while academic knowledge is essential, it is merely a “ticket into the world.” Without the character and skills to navigate life effectively, academic prowess alone falls short.
This philosophy is at the heart of the Expeditionary Learning model, which Springfield Renaissance School embodies. Expeditionary Learning, a non-profit organization supporting a network of schools nationwide, champions an educational approach that integrates character development and experiential learning into the public school system. This model, rooted in the belief that education should nurture the whole person, provides a framework for what we can term renaissance learning – a rebirth of comprehensive education that values human development in its entirety.
The Roots of Renaissance Learning: Expeditionary Learning and Kurt Hahn
The principles of Expeditionary Learning, and by extension, renaissance learning, are deeply influenced by the pioneering work of Kurt Hahn, a European educator. Hahn, the founder of Outward Bound and several prestigious boarding schools, advocated for an education that extended beyond academics to encompass character building and real-world experiences.
One of Hahn’s most resonant quotes, a favorite of Principal Mahoney and prominently displayed at Renaissance School, encapsulates the essence of renaissance learning:
“I consider it the foremost task of education to ensure the survival of these qualities: an enterprising curiosity, an undefeated spirit, tenacity in pursuit, sensible self-denial, and above all, compassion.”
This quote underscores the belief that education should foster not just knowledge acquisition, but also crucial human qualities. At Springfield Renaissance School, this commitment is palpable. Instead of conventional displays of academic achievement, the walls are adorned with inspiring quotes from educators, philosophers, and leaders, constantly reinforcing the values of renaissance learning.
Examples of these guiding quotes found throughout the school include:
- “What you get by achieving your goals is not as important as what you become by achieving your goals.” – Goethe
- “There are two primary choices in life: to accept conditions as they exist, or accept responsibility for changing them.” – Dr. Denis Waitley
- “Some succeed because they are destined. Some succeed because they are determined.” – Unknown
These quotes serve as daily reminders of the broader goals of education, encouraging students to focus on personal growth and character development alongside academic pursuits, core tenets of renaissance learning.
Building Character: The Cornerstone of Renaissance Learning
Stephen Mahoney’s background in elite private schools provided him with valuable insights into the holistic approach that underpins renaissance learning. He observed that these institutions explicitly focused on character development, aiming to cultivate responsible and engaged citizens. This emphasis was woven into the fabric of daily school life, influencing teacher-student interactions and classroom instruction. Furthermore, these schools prioritized critical thinking and fostering a genuine passion for learning, as reflected in their mission statements, which often emphasized “lifelong passion for learning.”
Upon transitioning to public schools, Mahoney noticed a stark contrast. He found them often feeling “big, impersonal, test-driven, autocratic,” lacking the intentional focus on character and student engagement he had witnessed in private education. This observation fueled his desire to create a different kind of public school, one that embraced the principles of renaissance learning.
When the opportunity arose to lead Springfield Renaissance School, an Expeditionary Learning school, Mahoney seized it. He envisioned a school that mirrored the character-focused, engaging environment of private schools, fostering a “student-centered, lots of projects, joyful noise” atmosphere. However, he quickly learned that implementing renaissance learning in a public school setting, particularly one serving a diverse community, required navigating different expectations and priorities.
Initial parent meetings revealed a strong desire for structure and discipline, highlighting a potential cultural divide in educational preferences. While Mahoney and his faculty envisioned a progressive, open approach, parents, many from Black and Latino backgrounds, prioritized order and clear expectations. This tension underscored the need for balance in implementing renaissance learning principles within a public school context. Mahoney’s response – forming a committee to address the school uniform issue – demonstrated his understanding of the need to bridge this gap and build community buy-in while staying true to the core tenets of renaissance learning.
Seven Pillars of Character: Guiding Principles at Renaissance
At the heart of Springfield Renaissance School’s approach to renaissance learning is a deliberate focus on character development. The school has identified seven core character traits, chosen by the students themselves at the school’s inception in 2005:
- Friendship
- Perseverance
- Responsibility
- Respect
- Self-Discipline
- Cultural Sensitivity
- Courage
These traits are not merely abstract ideals; they are actively integrated into the school’s culture and curriculum. Students are consistently encouraged to articulate and demonstrate these traits in their daily interactions and academic work. The school community collaboratively developed specific statements defining each trait in action, which students revisit and refine, ensuring ongoing relevance and ownership.
Examples of these student-generated statements include:
- Friendship: “I encourage my peers to act responsibly,” and “I am nice, kind, and polite to all members of my community.”
- Perseverance: “I go into situations with a positive attitude,” and “I learn from failure.”
- Respect: “I can agree to disagree with people-amicably and politely,” and “I make eye contact with people when conversing.”
- Courage: “I stand up for people who are being picked on and/or disrespected,” and “I take academic, personal and social risks that help me grow.”
These character traits are not confined to posters on the walls. Teachers actively weave them into their lessons, prompting students to reflect on and practice these qualities in every subject. In a sixth-grade social studies class, for example, a lesson objective might explicitly include “use appropriate and respectful language.” Class discussions then become opportunities to practice respectful communication, such as students prefacing disagreements with phrases like, “excuse me, but I disagree with you because…”. At the end of lessons, teachers facilitate reflection on how students demonstrated character traits during the class, further reinforcing their importance and practical application.
This consistent and deliberate emphasis on character, integrated into the daily fabric of school life, is a defining feature of renaissance learning at Springfield Renaissance School. It moves character development from a peripheral aspiration to a central pillar of the educational experience.
Learning Expeditions: Experiential Learning in Action
A cornerstone of the Expeditionary Learning model and a key component of renaissance learning is the “learning expedition.” These are in-depth, interdisciplinary projects designed to ignite student curiosity and foster connections between different subject areas and the real world. Drawing inspiration from Kurt Hahn’s emphasis on experiential learning, expeditions serve as immersive learning experiences that go beyond traditional classroom instruction.
Each expedition commences with a “kickoff” day, transforming the entire school day into an immersive introduction to the project. Teachers across disciplines collaborate to create engaging activities that set the stage for weeks or months of focused learning. Principal Mahoney himself often participates, further emphasizing the importance of these expeditions in the school’s renaissance learning approach.
One example of a learning expedition involved tenth-graders investigating antibiotic-resistant bacteria. The kickoff day saw Mahoney and the school nurse staging a mock outbreak, complete with biohazard suits and quarantines, to capture student attention and introduce the real-world relevance of the topic. This dramatic introduction launched a multi-faceted project where students collected bacteria samples, collaborated with a local lab for testing, met with microbiologists and epidemiologists, researched the history of antibiotics, and ultimately produced and presented scientific articles.
“I’m a hands-on person. I can’t learn looking at a teacher in the front at the board and she just lectures at me all day.” –10th-grader at the Renaissance School
Other learning expeditions at Renaissance School showcase the breadth and depth of this experiential approach to renaissance learning:
- 12th Grade: Examining the relationship between school discipline policies and high incarceration rates, culminating in student recommendations to the school governing board.
- 8th Grade: Exploring the physics of rollercoasters, including building their own models and engaging in the patent application process.
- 6th Grade: Studying chocolate, encompassing its global origins, production, and trade, culminating in chocolate making and presentations to college students.
While expeditions are a significant component, renaissance learning at Springfield Renaissance School also includes traditional subject-based classes and standardized test preparation. However, the expeditions provide a unique and highly valued learning experience, as articulated by a 10th-grader named Chaineryz: “I’m a hands-on person… I can’t learn looking at a teacher in the front at the board and she just lectures at me all day.” For students like Chaineryz, these expeditions are not just engaging projects, but a key factor in their continued engagement and success in school.
Deeper Learning: Beyond Rote Memorization
Principal Mahoney uses the term “deeper learning” to encapsulate the overarching educational philosophy at Springfield Renaissance School. Deeper learning, a concept gaining traction in educational discourse, emphasizes critical thinking, conceptual understanding, and the application of knowledge over rote memorization and basic skill acquisition. This aligns perfectly with the principles of renaissance learning, aiming to cultivate students who are not just knowledgeable, but also thinkers, problem-solvers, and active learners.
Despite the growing recognition of deeper learning’s value, Mahoney acknowledges skepticism, particularly regarding its efficacy in schools serving low-income communities. Critics argue that the focus should first be on remediating basic skills. However, Mahoney counters that this approach can be detrimental, potentially disengaging students who, while needing skill development, thrive when presented with intellectually stimulating and relevant learning experiences. He believes that renaissance learning, with its emphasis on deeper learning, can be especially empowering for students who may have been underserved by traditional educational models.
The Springfield Renaissance School’s impressive graduation rate, the highest in the city, and strong test scores, albeit below the state average, offer compelling evidence for the effectiveness of renaissance learning. Mahoney intentionally prioritizes deeper learning and character development over excessive test preparation, believing that a well-rounded education ultimately yields better outcomes, both academically and in life. “We’re not going to be testing and re-testing and testing and re-testing. That’s bad for kids, it’s bad for schools,” he asserts, emphasizing that true education encompasses far more than test performance.
Student-Led Conferences: Cultivating Self-Reflection and Ownership
Another distinctive feature of Expeditionary Learning and renaissance learning is the implementation of student-led conferences. These conferences shift the traditional parent-teacher conference dynamic, placing students at the center of the conversation about their learning and progress. Students take ownership of presenting their work, reflecting on their strengths and challenges, and setting learning goals.
These conferences occur at least twice annually, with an additional mid-year conference for students needing extra support. The beginning-of-year conference focuses on goal setting and identifying areas for growth, while the end-of-year conference involves students showcasing their work and assessing their overall progress. The mid-year conference provides an opportunity for students and families to address any emerging challenges and collaboratively develop strategies for improvement.
During a mid-year conference, eighth-grader Estefania poignantly demonstrated the power of student-led conferences in fostering self-awareness and accountability. She openly discussed her struggles with homework completion, admitting to not always being truthful with her mother about her progress. This act of self-assessment, in front of her mother and advisor, was emotionally challenging but ultimately empowering.
Estefania’s vulnerability and honesty led to a powerful moment of connection with her mother, Moraima Figueroa, who expressed immense pride in her daughter’s ability to take ownership of her learning. Figueroa lauded the student-led conference model, stating, “When I see my child stand up in front of me and starts talking and, oh, my God… We proud to be here in this school. They really, really do an amazing job with this kid.”
Student-led conferences exemplify the renaissance learning commitment to developing not just academic skills, but also crucial life skills such as self-reflection, communication, and personal responsibility. By empowering students to lead these conversations, the school cultivates a culture of ownership and self-advocacy, essential for lifelong learning and success.
Core Practices: The Framework of Renaissance Learning
Expeditionary Learning’s effectiveness, and by extension the success of renaissance learning at schools like Springfield Renaissance, rests on a foundation of “core practices.” These are essential elements implemented in all Expeditionary Learning schools, creating a consistent and supportive learning environment. Beyond learning expeditions and student-led conferences, “crew” and “passage projects” are integral core practices.
Crew: Crew is a small, consistent group of 10-15 students assigned to a teacher who serves as their advisor and mentor. This group meets daily and stays together for multiple years, fostering deep relationships and a strong sense of community. Crew functions as more than just a homeroom; it’s a supportive family within the school. Crews engage in team-building activities, celebrate milestones, and provide a consistent support network for each student.
A 10th-grader named Fabian aptly described crew: “Crew is like a small family… It’s kind of like my place where I’m able to escape reality and just like be in like a comfort zone where people accept me for who I am.” Crew provides a crucial sense of belonging and individual attention, ensuring that every student feels known and supported within the larger school community, a vital aspect of renaissance learning’s holistic approach.
Passage Projects: Passage projects are significant culminating experiences designed to mark key transitions in a student’s educational journey. At Renaissance School, students undertake passage projects in eighth and tenth grades. The eighth-grade passage project involves creating a portfolio of work and delivering a presentation to family, teachers, and peers, demonstrating readiness for high school. The tenth-grade passage project expands on this, incorporating a public service component and a personal physical challenge, further emphasizing the multifaceted development fostered by renaissance learning.
The public service component of the tenth-grade passage project encourages students to engage with their community through volunteering or service initiatives. The physical challenge, self-selected by each student, promotes personal growth and goal-setting in a non-academic domain. These passage projects serve as powerful demonstrations of student growth and achievement, encompassing academic, personal, and civic development, hallmarks of renaissance learning.
The Impact of Renaissance Learning: Measuring Success Beyond Test Scores
Assessing the effectiveness of renaissance learning requires considering a broader definition of success than traditional metrics like test scores alone. While academic achievement is undoubtedly important, the goals of renaissance learning extend to character development, deeper learning, and the cultivation of well-rounded individuals prepared for life beyond school.
When examining conventional measures, Expeditionary Learning schools, and by extension schools embracing renaissance learning principles, demonstrate positive outcomes. Research indicates that students in these schools generally outperform their peers in math and reading, and exhibit higher graduation rates. (See reports and research here, here, here.).
Furthermore, a study focusing on “deeper learning” models, including Expeditionary Learning, revealed that students in these schools reported higher levels of collaboration skills, academic engagement, learning motivation, and self-efficacy. (See study here). While measuring character traits and deeper learning outcomes presents challenges, these findings suggest that renaissance learning is achieving its broader goals.
However, quantifying character development remains complex. Damon McCord, co-principal of Metropolitan Expeditionary Learning School, aptly notes the difficulty in reducing character to numerical data: “You don’t want to distill a student’s character down to a number.” Researchers caution against relying solely on metrics to evaluate character skills, emphasizing the nuanced and multifaceted nature of personal growth. (See research paper here).
Despite the measurement challenges, the ambition of renaissance learning to cultivate both academic excellence and character development is commendable. It challenges the prevailing trend of narrowly focusing on easily quantifiable metrics and instead prioritizes a more holistic vision of education.
Balancing Performance and Relational Character: A Dual Focus
A particularly compelling aspect of renaissance learning is its intentional focus on two distinct dimensions of character: “performance character” and “relational character.” Ron Berger, chief academic officer of Expeditionary Learning, differentiates these concepts:
“We believe that schools have no choice but to teach character. The very experience of schooling instills character in students.” –Ron Berger
Performance character encompasses qualities like “working hard, being organized, grit, applying yourself, being reliable and responsible.” These traits are often emphasized in contemporary education, likely due to their perceived direct link to academic achievement and standardized test scores.
Relational character, on the other hand, focuses on “being a good person in the world,” encompassing “being respectful and kind to others, having the integrity of how you communicate and relate to others and work with others.” Renaissance learning uniquely champions the equal importance of both performance and relational character, recognizing that true success in life requires both personal drive and the ability to connect and contribute positively to society.
While some argue that character education is the domain of families and religious institutions, Berger counters that schools inevitably shape character, whether explicitly or implicitly. He asserts that schools have a responsibility to intentionally cultivate virtuous character traits, arguing that there is broad societal consensus on the core values of respect, responsibility, courage, and kindness. Renaissance learning seeks to place these values at the heart of education, creating schools that nurture not just knowledgeable individuals, but also ethical, compassionate, and engaged citizens.
(Update: Since this article was originally written, Stephen Mahoney has transitioned from principal of Springfield Renaissance School to a position at the Harvard Graduate School of Education. His continued dedication to educational innovation underscores the lasting impact of his work and the enduring relevance of renaissance learning principles.)
This article is part of the larger project “Beyond the Blackboard.” For more in-depth exploration of these themes, listen to the audio documentary on the Educate podcast.
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