· GLEF and a research team from the University of Washington worked with Washington's Bellevue School District to develop and assess the impact of project-based learning on upper-level courses in high school.
· Research suggests that Advanced Placement (AP) courses may focus too much on accelerated content at the expense of deeper conceptual learning.
· The number of students taking AP courses has grown, but along with this the number failing has increased. GLEF and the research team tested project-based learning (PBL) to counteract this trend.
· Results after two years are promising. Students in the PBL-AP courses are performing as well or better than students in traditional AP courses.
· Other education funders are encouraged to use an iterative design process, work with a diverse design team, and bring in partners who can contribute needed expertise and resources.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Boss, Suzie; Johanson, Cynthia; Arnold, Stephen D.; Parker, Walter C.; Nguyen, Diem; Mosborg, Susan; Nolen, Susan; Valencia, Sheila; Vye, Nancy; and Bransford, John
"The Quest for Deeper Learning and Engagement in Advanced High School Courses,"
The Foundation Review:
3, Article 3.
Available at: https://scholarworks.gvsu.edu/tfr/vol3/iss3/3