Knowledge in Action Validation Study

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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 Research

Year of Funding:

2016-2020

Related Video

Reinventing AP Courses With Rigorous Project-Based Learning

Jessica Marshal, Director of Social Science and Civic Engagement for Chicago Public Schools, talks about how the Knowledge in Action program helps teachers transform their classroom to places of learning and vibrant experiences.

Paul Hamel, AP Government & Politics Teacher at Marin Catholic High School, discusses his experience with teaching the Knowledge in Action AP Government course for over three years.

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.

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Related Publications

Knowledge in Action Efficacy Study Over Two Years

Saavedra, A.R., Liu Y., Haderlein, S.K., Rapaport, A., Garland, M., Hoepfner, D., Morgan, K.L., & Hu, A. (February 2021). Knowledge in Action Efficacy Study Over Two Years. USC Dornsife Center for Economic and Social Research. 

Knowledge in Action is a project-based learning approach to Advanced Placement (AP). Developers designed KIA intervention—comprised of curriculum, instructional materials, and robust professional development supports for teachers—to bolster students’ deeper understanding of content and skills. A randomized controlled trial efficacy evaluation of the Knowledge in Action intervention was conducted in 2016-17 with a follow-up study of RCT schools in 2017-18. This report describes the study motivation, context, research methods, results, and implications.

New Research Makes a Powerful Case for PBL

Terada, Y. (2021). New Research Makes a Powerful Case for PBL. Edutopia.org.

Two new gold-standard studies provide compelling evidence that project-based learning is an effective strategy for all students—including historically marginalized ones.

Knowledge in Action Research Helping to Make The Case for Rigorous Project-Based Learning

Edutopia. (2013). Knowledge in Action Research Helping to Make the Case for Rigorous Project-Based Learning. Edutopia.org.

Can project-based learning in Advanced Placement (AP) classes deepen student learning and increase AP test scores? This award-winning research study intends to answer that question.