Making the Case: Compelling Data
This growing library features data points describing the impacts and outcomes of student-centered and competency-based teaching and learning. The data are sourced from research studies, evaluation reports and journal articles, as well as evidence collected directly by classroom, school, district and state leaders.
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Race, Ethnicity and Income Continue to Impact Students’ Access to Broadband
A study of broadband internet access data reveals that racial segregation based on historical housing policies still impacts students' access to internet and learning at home.
Socio-Economic Status Impacts Students’ Reports of Agency
Students with higher levels of socio-economic status reported higher levels of self-efficacy, perseverance of effort, mastery orientation, self-regulated learning, and future orientation relative to peers from lower socio-economic backgrounds.
Relationships Build Foundation for Successful Personalization
According to research report findings from City Year, prioritizing trust and strong relationships is the foundation for successful personalization.
Strong Relationships Foster Engagement
According to a City Year research report, AmeriCorps members leaning into the practice of building strong developmental relationships was critical for maintaining student engagement.
Project-Based Learning Brings Achievement Gains in Low Income Schools
Project-Based Learning led to a 63% gain in social studies for students in low-income schools as compared with students in higher-income schools. That translates to five to six months of increased learning for the year.
Competency-Based District Sees Reading and Math Gains
In the performance-based Lindsay Unified School District in California, student growth in the Smarter Balance Assessment increased by 7% in English/Language Arts and 5% in math, exceeding county and state growth in 2019.
California District Sees Growth on ELA Assessments
In the performance-based Lindsay Unified School District in California, students rose from 15th to 51st percentile in 2019 in the state’s English Language Arts assessment, when comparing all Unified School Districts in California.
Competency-Based School Reports Higher Graduation Rates
At the personalized competency-based Boston Day and Evening Academy for off-track youth, the percentage of male graduates of color increased from 22% to 50% in 2018.
Competency-Based School Helps Off-Track Youth Plan for Future
At the personalized, competency-based Boston Day and Evening Academy, 100% of students enter two or more years off-track from secondary graduation, but by the time they graduate, 98% leave with a post-secondary education plan.
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A future of learning where students of all races and ethnicities, incomes and identities pursue the kinds of learning experiences that enable them to uncover their passions and thrive in an evolving world.
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