This report presents the results of the summative evaluation study of the Project-Based Inquiry Science middle school curriculum. The evaluation took place during the 2005/2006 school year in the state of Georgia. The report uses Confrey & Stohl (2004) as the framework for organizing the evaluation. We first present the designed curriculum as the program theory for the evaluation. We then characterize the variability in the implementation model. The evaluation design uses a treatment only design. The analysis of student learning outcomes uses the variability in implementation as a means to evaluate the influence of the PBIS curriculum on student learning outcomes.
|Original language||English (US)|
|Commissioning body||The Learning Partnership|
|Number of pages||83|
|State||Published - 2007|