This is the third of a series of reports discussing the Doing-Based Learning study. The first report (Round 1) introduced the study, defined "doing" in the context of this study, described why students "doing" in the classroom is important, why there is a need for this study, and also provided some selected findings from the first round of surveys. The second report (Round 2) identified the methods used and results of the first-round data. This report identifies the purpose of the study, identifies where the survey methods may be found, provides the number and percentages of responses, selected findings, and the future of this longevity study. The purpose of this study is to determine the extent to which U.S. public school students are doing activities in their classrooms. This five-year study asks elementary and secondary (middle and high school) science, technology, engineering, and mathematics (STEM) teachers to respond to 13 statements concerning students doing in their classrooms. The first two statements are general in nature and were used at all grade levels. The remaining 11 statements are grade-level-specific and based on "Next Generation Science Standards, Standards for Technological Literacy", and "Common Core State Standards for Mathematics". The researchers sent emails to 5,232 teachers across the United States. The emails contained a cover letter explaining the study and provided a URL encouraging teachers to participate. Findings are presented in table format. [For the first article in the series, "'Learn by Doing' Research: Introduction," see EJ1048066. For the second article in the series, "Is 'Learning by Doing' Important? A Study of Doing-Based Learning," see EJ1048070.]