| Field | Before | After |
|---|---|---|
| Field Trial Status | Before on_going | After completed |
| Field Last Published | Before July 17, 2017 11:40 AM | After November 03, 2023 04:25 PM |
| Field Study Withdrawn | Before | After No |
| Field Intervention Completion Date | Before | After June 29, 2018 |
| Field Data Collection Complete | Before | After Yes |
| Field Final Sample Size: Number of Clusters (Unit of Randomization) | Before | After 74 schools randomized |
| Field Was attrition correlated with treatment status? | Before | After Yes |
| Field Final Sample Size: Total Number of Observations | Before | After 3,645 |
| Field Final Sample Size (or Number of Clusters) by Treatment Arms | Before | After 37 treatment school, 31 control schools |
| Field Is there a restricted access data set available on request? | Before | After No |
| Field Program Files | Before | After No |
| Field Data Collection Completion Date | Before | After December 30, 2019 |
| Field Is data available for public use? | Before | After No |
| Field Keyword(s) | Before Education | After Education |
| Field Building on Existing Work | Before | After No |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central questions leading to a final product. We estimated positive and significant treatment effects on AP exam performance for the overall sample, within both AP courses studied, and within low- and high-income student groups. Results support teacher-driven adoption of the PBL AP approach within both courses studied, among districts with open-enrollment AP policies and supportive of PBL, for students from low- and high-income households. |
| Field Paper Citation | Before | After Saavedra, A. R., Lock Morgan, K., Liu, Y., Garland, M. W., Rapaport, A., Hu, A., Hoepfner, D., & Haderlein, S. K. (2022). The Impact of Project-Based Learning on AP Exam Performance. Educational Evaluation and Policy Analysis, 44(4), 638-666. https://doi.org/10.3102/01623737221084355 |
| Field Paper URL | Before | After https://doi.org/10.3102/01623737221084355 |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After The purpose of this study was to evaluate the impact of Knowledge in Action (KIA) project-based learning (PBL) approach to Advanced Placement (AP) on students' AP examination performance. This study used a randomized controlled trial, with school-level randomization within five large and predominantly urban U.S. school districts, to compare the AP performance of students in treatment versus control schools, during the 2016-17 and 2017-18 school years. KIA students outperformed non-KIA students on AP exams, including within subgroups. The pattern of results was consistent for two years, and within two courses, AP U.S. Government and AP Environmental Science. Though the shift to PBL required considerable pedagogical changes, teachers and students perceived benefits beyond AP performance, and the majority of teachers planned to continue using PBL after the study. Results support teacher-driven adoption of KIA for students from both lower- and higher-income households, and in both courses. [This report was prepared by the University of Southern California's Dornsife Center for Economic and Social Research for Lucas Education Research, the research division of the George Lucas Educational Foundation.] |
| Field Paper Citation | Before | After Saavedra, A., Rapaport, A., Lock Morgan, K., Garland, M., Liu, Y., Hoepfner, D., Hu, A., & Haderlein, S.K. (2021). Knowledge in Action Efficacy Study Over Two Years. University of Southern California. ERIC Number: ED616435 |
| Field Paper URL | Before | After https://files.eric.ed.gov/fulltext/ED616435.pdf |