text: Adding to that, and perhaps one of the most common arguments against teacher-designed projects, is the statement that students are not exposed to projects that require overarching critical thinking. Research conducted by various universities, such as the University of Chicago, has shown that students are not prepared for upcoming projects every time they complete a teacher-designed project; for example, a student completing a project that provides them with a template, deadline, and requirements may not actually affect them to the extent that many people assume, as the student simply searches for information rather than being properly invested and analyzing the information they have, as they would be much more likely of doing in a student-designed project. This is not simple speculation; counties in New York and Massachusetts, even with their massive demographic, cultural, and ideological differences, have both reported increased success in student-led projects after beginning their student-designed summer projects curriculum.