Findings Paper 1: Results of just education renewal for children’s learning and well-being: Learning across the P-20 continuum

• In Event: Toward Just Education Renewal and Neighborhood Reclamation: An Urban P-20 Partnership

Abstract

Objectives

For this paper, we present initial findings on student learning and well-being outcomes from early childhood, elementary, and high school over the five years of the P-20 existence.

Theoretical Perspectives

Problem- and place-based learning (PPBL) offer classroom structures and opportunities to promote improved academic achievement (Geier et al., 2008), student learning outcomes (Marx et al., 2004), feelings of efficacy (Blumenfeld et al., 1991), and gains in socioemotional skills and development (Bransford & Donovan, 2005). Although still in an early stage of development, our program seeks to enact equity- and justice-centered PPBL across the P-20 continuum and sees children and their teachers as changemakers and powerful actors in their communities and the world.

Methods and Data

We use mixed and multiple methods study to investigate the learning and well-being outcomes in a P-20 context implementing PPBL, longitudinally from 2019 through 2024, through the following data sources that spanned early education (n=224; 6-weeks to 5 year olds), elementary (n=250; grades K-3) and high school (n=450; grade 9-12):

● Background data: demographic data, attendance, disciplinary records, grades, schedules, course outcomes, curriculum maps, materials, and projects;
● Student outcome data: standardized assessments in ELA, mathematics, social studies, and science (iReady, state-tests, PSAT/SAT); student learning observation protocols and assessments tied to PPBL curricula;
● Student well-being data: district-enacted (e.g., Panorama) and research-team developed surveys;
● Focus groups/interviews: semi-structured interviews with young people and children about school, learning, PPBL.

We engage in iterative qualitative and quantitative analyses at multiple levels, with attention to how contexts support or constrain program enactment and student learning. In addition to constant-comparative analyses of interview and observation data, we use least squares regression analyses to explore covariates of past academic performance, additional data on SEL, and past attendance and compare these student profiles to others in the district.

Results & Significance

Analyses signal potential advantages of PPBL for students in this P-20 context and in comparison with matched-peers in the same district. Approximately 70% of students are from within a 2-mile radius of the school, which indicates that educational investment in neighborhood schools is being realized. Results include high levels of retention (93%) and strong daily attendance rates (87%). In early education, students are showing learning gains within an evidence-, project-, and asset-based curriculum in several domains important for building skills for future academic success (e.g., language and communication, literacy, mathematics, socioemotional development). In elementary school, mathematics scores are among the highest in the district and reading scores show meaningful growth. In high school, reading scores greatly exceed district averages and science scores are among the top three schools in the district and above state means. However, student achievement data is not all overwhelmingly positive, especially in mathematics. Well-being survey data indicate that students felt that the school provided meaningful opportunities to explore topics that mattered to them (65%), and that they had substantive opportunities to engage in PPBL across courses (70%). However, only 55% indicate a sense of belonging, indicating room for growth on that dimension of our work.

Authors

• Bridget L. Maher, University of Michigan

• Michaela Krug O'Neill, University of Michigan

• Alistair Bomphray, University of Michigan

• Carla Shalaby, University of Michigan

• Elizabeth Birr Moje, University of Michigan