This paper presents initial results from a survey of project-based learning conducted across a dozen strata of high schools including several major reform networks. This approach to instruction appears to be central to progressive reforms in small high schools. We found relationships to reforms such as teaching across the curriculum, student personalization and community engagement. The most professionally engaged teachers were more frequent users of project-based learning and related practices. Equity concerns are discussed in the context of a review of other national studies, and a national evaluation by the American Institutes for Research provides baseline data for comparison. Descriptors: High Schools, Survey Research, Educational ReformFor a version of the instrument with descriptive results visit: Based Learning as a Catalyst in Reforming High Schools

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