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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Parents Look For Small Learning Environments Post-COVID-19 Pandemic
In a survey of 6,000 parents about post-pandemic teaching and learning, 59% wanted their kids learning in groups of 10 or fewer, compared to only 20% who preferred traditional large group instruction.
Innovative Schools Integrate Social-Emotional Learning
According to a survey of over 250 schools known for innovative approaches, almost 75% are prioritizing relationships and wellness. Sixty-one percent reported the use of advisories, just under 50% offer one-to-one mentoring and approximately 70% offer mental health services.
Parental Interest in Student-Centered Environments Increases Post-Pandemic
In a large 2022 survey, 33% of parents reported the COVID-19 pandemic increased interest in a fluid daily schedule driven by student needs, 34% in virtual learning and 43% in small learning groups. Surveyors concluded this reflects concerns over academic quality in traditional schools, a driving force in decreased public K-12 enrollment.
Portfolio Model Spurs Enrollment in Indianapolis
While district enrollment decreased nationally, Indianapolis saw a 2% overall increase in 2020-21. This was fueled by a 42% increase in enrollment at Innovation Network Schools, which have more flexibility to provide personalized learning as part of the district’s portfolio strategy. During that time, enrollment in traditional schools dropped 15%
Dual Enrollment Increases Nationally
A national data report showed dual enrollment in community colleges has increased by 11.5% from Fall 2021 to Fall 2022. Overall enrollment has only declined by .4%, due to the increase in dual enrollment.
Relevance with Rigor Boosts Learning
In a large survey, 97% of students who reported positive experiences with relevance, rigor, customization and high expectations also indicated they learned a lot in school. In comparison, of the students who did not have positive experiences in all four areas, only 58% reported high levels of learning.
Fostering Student Voice Leads to Academic Growth
A network of 16 NYC schools working to better support Black and Latino youth reported academic gains after working to solicit student input and foster a culture of belonging. In 2021-22, 62% of students in the network met their growth goals on either iReady or NWEA’s Map Growth assessment, compared with a 50% national average.
Educators Link Social-Emotional Learning to Academic Outcomes
According to a nationally representative sample, most teachers believe social emotional learning improves learning. 83% of the educators surveyed by Education Week said they feel social-emotional-learning has a positive impact on academic outcomes.
Relevance Increases Engagement and Focus in New England Schools
In interviews, educators at several New England high schools implementing student-centered learning practices reported students were more engaged and focused on their work when learning felt relevant because they had a say in the choice of content and methods of learning.
Most Students Do Not Feel Their Learning is Relevant
Analysis of surveys focused on student experience showed most do not feel their learning is relevant. Of the over 20,000 students surveyed, only 31% reported feeling their learning is connected to the world outside of school, and only 29% said they were learning about topics of interest to them.
Denver Policy Reform Leads to Academic Gains
A study of Denver's reform strategy from 2008-2019, shows the move to a portfolio model of governance resulted in student gains. Before reforms, the district ranked in the bottom 5th percentile of Colorado districts on standardized state assessments in ELA and math. In 2019 performance rose to 60th and 63rd percentile in ELA and math, respectively.
Dual Enrollment Increases College Attendance for CTE
In an Arkansas study, students taking Career and Technical Education courses in a specific career area saw a larger positive impact if they were also in a dual enrollment program. The impact of taking one more CTE course than the state average on future college enrollment went up by a factor of two for these students, from .4% to 1%.
Our Vision
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.