Capraro, R. M.Capraro, M. M.Scheurich, J. J.Jones, M.Morgan, J.Huggins, K. S.Corlu, M. S.Younes, R.Han S.2018-04-122018-04-1220160022-0671http://hdl.handle.net/11693/36636Sustained 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.EnglishHigh schoolMathematicsProfessional developmentProject-based learningScienceUrban schoolsArticle10.1080/00220671.2014.9369971940-0675