Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach

Halvorsen, A., Duke, N. K., Brugar, K., Block, M., Strachan, S., Berka, M., et al. (2012). Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach. Working Paper# 26. Education Policy Center, Michigan State University.

The premise of this article was to compare and evaluate second grade students from low and high Socioeconomic Status schools on standards-based social studies and content area literacy assessments. The results showed no statistically significant difference in achievement on the standards-based assessment. The  project-based approach was the model of instruction at the schools that were compared and evaluated.

Keywords: socioeconomic status, project based learning, literacy, literacy assessments, standards-based,