Knowledge in Action Validation Study
Overview
Following up on research from the University of Washington, the Knowledge in Action Efficacy Study was conducted by research scientists at the Center for Economic and Social Research at the University of Southern California. This randomized controlled trial was designed to measure the impact of a project-based learning approach to AP U.S. Government and Politics and AP Environmental Science as compared to traditional AP instruction in five mid- to large-size urban districts across the country.
Principal Investigator:
Dr. Anna R. Saavedra, University of Southern California Dornsife Center for Economic and Social ResearchYear of Funding:
2016-2020
Details
Knowledge in Action Validation Study
In year one of the study, researchers reported that the percentage of project-based learning (PBL) students earning a qualifying score was about eight percentage points higher relative to students in traditional AP classrooms. The difference in performance between groups was statistically significant and robust, with an effect size of .46, which is well above the threshold of meaningful effects (generally accepted to be at or above the .25 range). Qualifying scores can translate into college credit and savings on tuition. In addition, suggestive evidence indicates students whose teachers had two years of access to the PBL curriculum and persisted into the second year of the study outperformed non-PBL students by an estimated ten percentage points. Again, the effect size was robust and meaningful at .586.
Ongoing professional development for the efficacy study is being provided by PBL Works. Teachers are encouraged to adapt the curriculum materials to best fit their students’ needs and to incorporate past expertise and resources. The program involves a mix of in-person and virtual support throughout the year, familiarizing teachers with project-based learning principles and practices and providing targeted feedback and coaching. Professional development is strategically timed to support each project with a focus on teacher planning, reflection, student work analysis, collaboration time, and the cultivation of a strong professional learning community.
