Giving Compass' Take:

• ACE Leadership High School in Albuquerque uses project based learning to reach students who are unsuccessful in traditional schools. 

• How can philanthropy help spread non-traditional methods to similar institutions? Could traditional public schools use project based learning to retain these at-risk students?

• Read other HQPBL case studies: HQPBL framework, The MetSchool21, and Liceo Pablo Neruda


At ACE, students engage daily in two ongoing interdisciplinary projects, resulting in about eight complete long-term projects over the course of the year. Each project has intentional direct connections to industries in the local area. After all, ACE stands for Architecture, Construction, and Engineering. Students ebb in and out of flexible learning spaces, working with peers at different stages of their Transition Ladder (Apprentice 1, Apprentice 2, Journeyman/ Journeywoman, Final Year Student and Alumni). This allows for deep collaboration as well as skill development and more individual attention from teachers.

Projects always have a tie to a real-world challenge, which is either a student-generated driving question or a challenge brought to ACE by an industry partner or client. Students work for extended periods of time, usually 12 weeks or so, both investigating driving questions and working to create (often with their hands) a product or solution that meets specific industry requirements and client needs.

At ACE, students literally cannot fail since their grading is based on students mastering skills and identified desired learning outcomes. “Students come to ACE and ask how they can just get a C, and we tell them it isn’t possible,” said teacher Bridget Elliott. “They continually have to iterate on their designs and products until they meet their own standards, our requirements and the industry partners desired product or outcome. This all requires strong cycles of feedback, collaboration, and project management.”