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Students in project-based learning (PBL) classrooms across the United States significantly outperform students in typical classrooms, according to findings in research released by Lucas Educational Research, a division of the George Lucas Education Foundation (GLEF) with researchers from five major universities. The findings confirm that using a pedagogic model like, “Knowledge in Action” (KIA) which was created by Walter Parker, professor emeritus at the UW ���ߺ���, and his colleagues, Professors John Bransford, Sheila Valencia, and Susan Nolen is an effective way to improve student performance on Advancement Placement test results.

The KIA approach centers on a rigorous form of project-based learning where projects are weeks-long simulations. GLEF used the year-long curricula developed by Parker and team to compare and assess student performance. The first study ever reported on project-based learning and Advancement Placement results, found that students taught with a PBL approach outperformed peers on exams by eight percentage points in one year of a randomized controlled trial, and were more likely to earn a passing score of 3 or above with the chance to receive college credit. In year two, PBL students outperformed peers by ten percentage points.

For more information and additional resources:

• View the about the “Knowledge in Action” model created by UW ���ߺ��� professors
• Read GLEF’s full and research findings
• Watch the that provides interviews with researchers, teachers, and students
• Learn more about the and student experience
• Multiple Literacies in Project-based Learning (ML-PBL) Video:  + 
• A news article on the KIA and ML-PBL findings 
• A  with videos about each of the 4 research projects.