摘要：Project EXCITE, a seven-year federally funded teacher professional development program prepared middle grade teachers to design and implement integrative, problembased, environmental health curricula with over 1600 students. This article examines how this program, through the developed and implemented curricula, impacted both statebased, proficiency test scores and process skills test scores. Analyses of proficiency and performance scores indicate positive effects for both measures, offering educators further support for the use of integrative problem-based environmental health science curricula.
