What is the project? This project is a research practice partnership (RPP), a long-term partnership between researchers and practitioners focused on solving a common problem of practice together. This (RPP) came together to respond to a competitive request for application from the William & Flora Hewlett Foundation to learn what it takes to designed to scale deeper learning (DL) practices in districts using diffusion of innovation theory and measuring the students' mastery of four deeper learning competencies (e.g., mastery of rigorous core content, critical thinking and problem solving, working collaboratively, and communicating effectively.

Who are the partners? This research practice partnership (RPP) includes Buck Institute for Education (lead organization), Manchester School District and Pearl City-Waipahu Complex Area (district partners), New Hampshire and Hawaii Departments of Education (PBL champions), Education Northwest (research partner), and the Clayton Christensen Institute (consulting partner).

What is the goal? By January 2021, 80% of the 29,284 students, including at least 80% of students who are furthest from opportunity, in Manchester School District & Pearl City-Waipahu Complex Area will engage in two high quality projects per year (as defined by the HQPBL Framework, BIE's Gold Standard Design Elements and Project Based Teaching Practices) and will demonstrate increased mastery of rigorous core content, working collaboratively, communicating effectively, and critical thinking and problem solving.

What is the timeline? January 2018 - December 2020

How will partners achieve the goal? In alignment with BIE's Strategic Frame (below), two cohorts of teachers and school and district leaders in Pearl City-Waipahu Complex Area and Manchester School District will engage in BIE's PBL professional development and coaching, described in BIE's Services Catalog 2018. District and school leaders also learn and use Diffusion of Innovation Theory and Strategies to scale HQPBL district/complex area-wide.

Why Project Based Learning? To be successful in today’s rapidly changing and complex world and solve the complex economic, environmental, and social problems of tomorrow, students need to develop a broader set of knowledge and skills beyond academics that are traditionally emphasized in public schools to include problem solving, critical thinking, communication, collaboration, and self-management.1 Research shows positive results for students who attend schools focused on deeper learning. Specifically, as compared to similar students in schools not focused on deeper learning, these students achieved higher PISA scores and higher scores on state English Language Arts and mathematics tests; reported higher levels of collaboration skills, academic engagement, motivation to learn, and self-efficacy; were more likely to graduate fro high school on time; and were more likely to enroll in four-year colleges and universities, including more selective schools.2 Despite the positive impact of deeper learning on student outcomes, the chasm has not been crossed between innovators in innovative school networks, such as Envision Schools,3 and mainstream adopters in traditional public school districts, which serve over 90% of our nation’s 50 million students,4 of whom nearly 50% are economically disadvantaged.5

Research shows there is a positive relationship between PBL and student learning outcomes. For example, some quantitative studies show evidence of causal relationships between PBL and student learning outcomes in social studies6 and science.7 Recent findings from a large-scale study of Project PLACE: A Project Approach to Literacy and Civic Engagement, conducted by the University of Michigan and Michigan State University, show that PBL can raise student achievement in social studies and literacy for students who live in high-poverty communities.8 Studies also show that PBL has a significant impact on students’ non-cognitive competencies, including: academic engagement, motivation to learn, self-efficacy, collaboration, and positive attitudes toward learning.9 PBL has a positive effect on deeper learning outcomes, on-time high school graduation, and college enrollment for all students, including students living in poverty and students with low academic performance entering high school.10

Who are the philanthropic funders? Currently, six funders are supporting this project, including the William & Flora Hewlett Foundation, the Bezos Family Foundation, the Harold K. L. Castle Foundation, the Nellie Mae Education Foundation, the Barr Foundation, and New Hampshire Charitable Foundation.

END NOTES

1 Condliffe. B., Visher, M. G., Bangser, M. R, Drohojowska, S. & Saco, L. (2015). Project-Based Learning: A Literature Review. MDRC/Lucas Education Research.

2 Zeiser, K. L., Taylor, J., Rickles, J., Garet, M. S., & Segeritz, M.(2014). Evidence of Deeper Learning Outcomes. American Institutes for Research: Washington, DC: American Institutes for Research. Retrieved from http://www.air.org/sites/default/files/downloads/report/Report_3_Evidence_of_Deeper_Learning_Outcomes.pdf.

3 Lenz, B., Wells, J., & Kingston, S. (2015). Transforming Schools: Using Project Based Learning, Performance Assessment, &and Common Core Standards. San Francisco, CA: Jossey-Bass.

4 National Center for Educational Statistics. Fast Facts. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=372

5 In 2012 – 2013, 49.6% of public school students were eligible for free or reduced-price lunch, as cited by the National Center for Educational Statistics in the Digest of Education Statistics. Retrieved from https://nces.ed.gov/programs/digest/d13/tables/dt13_204.10.asp

6 Finkelstein, N., Hanson, T., Huang, C-W., Hirschman, B., & Huang, M. (2011). Effects of problem-based economics on high school economics instruction. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.

7 Harris, C. J., Penuel, W. R., DeBarger, A. H., D’Angelo, C., & Gallagher, L. P. (2014). Curriculum materials make a difference for next generation science learning: Results from Year 1 of a randomized controlled trial. Menlo Park, CA: SRI International.

8 Duke, N., & Halvorsen, A. L., (2017). New Study Shows the Impact of PBL on Student Achivement. Retrieved from https://www.edutopia.org/article/new-study-shows-impact-pbl-student-achievement-nell-duke-anne-lise-halvorsen

9 Condliffe, B., Visher, M. G., Bangser, M. R, Drohojowska, S., & Saco, L. (2015). Project-Based Learning: A Literature Review.

10 American Institutes for Research. (2015). Study of Deeper Learning Outcomes. Retrieved from http://www.air.org/sites/default/files/Deeper-Learning-Summary-Updated-August-2016.pdf