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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Self-efficacy Impacts Performance
In a study of 400 German high school students, learners’ expectations of self-efficacy (belief in their ability to succeed), positively predicted their drawing quality and performance in solving real-world geometry problems.
Personalized Learning Boosts Scores on State Tests
A 4-year longitudinal study of a pre-K - 8 California school implementing a strengths-based blended personalized learning model showed a significant positive impact on all Math, Reading and Language Use on NWEA MAP tests. On average, treatment students outperformed the control group by about 1.22 - 1.96 points on the MAP scale.
Learning-by-Teaching Improves Learning Across Content Areas
A meta-analysis of learning-by-teaching, a student-centered strategy for learning content, found the creation of materials to teach peers improved learning outcomes. The positive effect of 0.17 was statistically significant and held across different educational levels and content areas.
Peer and Self-Assessment Boosts Learning
This meta-analysis of 175 independent studies involving 19,383 participants found that self-assessment (SA) and/or peer-assessment (PA) interventions had a significant positive overall effect on academic performance, as measured by grades and test-scores. There was no significant difference in effect between SA and PA.
Creating Audio-Visual Materials for Peers Bolsters Learning
A meta-analysis of 62 comparisons from 23 articles concluded that creating teaching materials for peers has a positive effect on student learning, compared to alternative or no interventions. This effect was largest when students created audio-visual versus text-based materials.
Metacognitive Self-Regulation Grows with Student-Centered Practices
In four schools, the implementation of specific student-centered teacher practices led to a significant increase in metacognitive self-regulation throughout the school year. Other student-level measures of agency did not change significantly or decrease.
Project-Based Learning Increases Knowledge Transference
In a study investigating the student-level impacts of high quality project-based activities 62% of students performed proficient or higher on a performance assessment requiring them to transfer knowledge to a new situation.
