The ability to reason about issues that mix words and numbers is now an essential competency for US residents. The proliferation of quantitative data and analyses has reached all aspects of life in the US, including informed participation in democratic processes. Traditional education in mathematics and statistics is not sufficiently effective for the quantitative reasoning (QR) required, so innovations are necessary. This project will continue the development of an educational infrastructure about an innovative QR course, first offered at the University of Arkansas in Fall 2004 and has evolved through subsequent offerings. This project will focus on creating assessments and scoring rubrics to measure both learning in the course and to compare that learning to the learning in two other courses, one somewhat similar and one traditional. Efforts to make the course transportable, adaptable, and more effective are also emphasized. Several research questions concerning QR will be investigated in the process. The innovative course derives from a collection of newspaper and magazine articles and is organized by processes of QR and not by mathematical or statistical topics. The project will produce a volume of case studies of QR-based media articles, an accompanying volume documenting the learning results, pedagogical strategies, and a guide for using the volume of case studies in a QR course, including classroom videos of students reasoning about quantitative situations.