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Sustained 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 D 1.41-2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d D-0.16 to-0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.

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