Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d = 1.41–2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d = –0.16 to –0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.
Capraro, R. M., Capraro, M. M., Scheurich, J. J., Jones, M., Morgan, J., Huggins, K. S., Corlu, M. S., Younes, R., & Han, S. (2016). Impact of sustained professional development in STEM on outcome measures in a diverse urban district. Journal of Educational Research, 109(2), 181-196. https://doi.org/10.1080/00220671.2014.936997