Impact of sustained professional development in STEM on outcome measures in a diverse urban district Academic Article uri icon


  • 2016 Taylor & Francis. 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.

published proceedings


altmetric score

  • 1.7

author list (cited authors)

  • Capraro, R. M., Capraro, M. M., Scheurich, J. J., Jones, M., Morgan, J., Huggins, K. S., ... Hang, S.

citation count

  • 31

complete list of authors

  • Capraro, Robert M||Capraro, Mary Margaret||Scheurich, James Joseph||Jones, Meredith||Morgan, Jim||Huggins, Kristin Shawn||Corlu, M Sencer||Younes, Rayya||Hang, Sunyoung

publication date

  • March 2016