Researchers in Michigan show that
project-based learning in high-poverty communities can produce statistically
significant gains in social studies and informational reading. Their study found
that PBL was effective in fostering social studies
and informational reading growth in sample of second graders from
high-poverty, low-
performing schools in teachers’ first year of implementation of the
approach. Higher fidelity to PBL session plans was associated with
statistically significantly higher growth
in writing, motivation, and reading.
Duke, N. K., Halvorsen, A., Strachan, S., & Kim, J. (2017). Putting
PBL to the test: The impact of project-based learning on second-grade students’
social studies and literacy learning and motivation. Ann Arbor, MI: University
of Michigan. https://docs.google.com/viewer?a=v&pid=sites&srcid=dW1pY2guZWR1fG5rZHVrZXxneDo0ZWQ1ZTk3NTFmZDI4ZTg5
