Proof Points: 4 studies of project-based learning

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By Jill Barshay

Four new studies released by the George Lucas Foundation in late February 2021 are helping to answer the question of whether project-based learning is an effective way to boost student achievement. The practice involves working on a multi-stage project throughout a unit of study.

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Key Findings

Four studies conclude that students who learned science and social studies through a detailed project-based curriculum over the course of a year posted higher achievement scores than those who learned those subjects the way teachers in their schools usually taught them.
The curricula were successfully tested on large numbers of elementary, middle and high school students.
Low-income and low-achieving students benefited as much as high-income and higher-achieving students
An attempt at teaching math through project-based learning wasn’t successful.

Teacher Takeaway

Teachers used detailed curricula, developed by academic experts, and were extensively trained and coached to insure correct implementation.
Students were somewhat constrained from following their passions. Project choices were often limited.
Project-based learning is a confusing term that encompasses more than hands-on projects. The curricula involved a wide array of good teaching practices including collaborative group learning, problem-solving and inquiry. Direct lecture instruction was sometimes part of the plan.

Lit Review

Condliffe, Barbara, Janet Quint, Mary G. Visher, Michael R. Bangser, Sonia Drohojowska, Larissa Saco, and Elizabeth Nelson. 2017. Project-Based Learning: A literature Review. New York: MDRC.
Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: The Autodesk Foundation.
Saavedra, A.R., Liu Y., Haderlein, S.K., Rapaport, A., Garland, M., Hoepfner, D., Morgan, K.L., Hu, A., & Lucas Education Research. (2021). Project-Based Learning Boosts Student Achievement in AP Courses. Lucas Education Research.
Deutscher, R.R., Holthuis, N.C., Maldonado, S.I., Pecheone, R.L., Schultz, S.E., Wei, R.C., & Lucas Education Research. (2021). Project-Based Learning Leads to Gains in Science and Other Subjects in Middle School and Benefits All Learners. Lucas Education Research.
Krajcik, J., Schneider, B., Miller, E., Chen, I.C., Bradford, L., Bartz, K., Baker, Q., Palincsar, A., Peek-Brown, D., Codere, S., & Lucas Education Research. (2021). Project-Based Learning Increases Science Achievement in Elementary Schools and Improves Social and Emotional Learning. Lucas Education Research.
Duke, N.K., Halvorsen, A-L., Strachan, S.L., Kim, J., & Konstantopoulos, S. (June 2020). Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings. American Educational Research Journal.