Using Project-Based Learning to Narrow the Achievement Gap in Second-Grade Social Studies and Content Area Literacy

• In Event: Roundtable Session 110
  In Roundtable Session: Elementary Social Studies: Testing, Achievement, and the Curriculum

Abstract

This study addresses the question: How can second-grade students from low-SES schools attain the same levels of achievement as students from high-SES schools on standards-based social studies and content area literacy assessments? Students from two high-SES school districts were assessed in order to establish target levels of achievement. Two project-based units focused on state standards in economics; civics; public discourse, decision making, and citizen involvement; and content area literacy were developed and implemented successively in four classrooms in low-SES school districts. Achievement between students in the low-SES districts was then compared to that of students in high-SES districts. Results show no statistically significant differences between low- and high-SES students on the standards-based assessments: on these assessments, there was no achievement gap.

Authors

• Anne-Lise F. Halvorsen, Michigan State University

• Nell K. Duke, University of Michigan - Ann Arbor

• Kristy Brugar, Wayne State University

• Meghan Block, Michigan State University

• Stephanie L. Strachan, Michigan State University

• Meghan Berka, Michigan State University

• Jason Brown