The Impact of Project-Based Learning on AP Exam Performance

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com

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Advanced Placement Programs; Student Projects; Active Learning; Tests; Comparative Analysis; Teaching Methods; Teacher Role; Instructional Effectiveness; Low Income Students; Advantaged; School Districts; Educational Policy; Student Characteristics; United States Government (Course); Curriculum; High School Students; Science Tests; Mathematics Tests; Language Arts; Scores; Outcome Measures; Teacher Characteristics

10.3102/01623737221084355

0162-3737
1935-1062

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.

As Provided

2022

EJ1355613