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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SEL Interventions Produce Gains in School Climate, Civic Behavior, Relationships
A meta-analysis of 250 recent randomized control or quasi-experimental studies of K-12 Social Emotional Learning (SEL) interventions found a statistically significant positive intervention effect on SEL outcomes, compared to a control. Largest gains were seen in school climate (g=0.301), civic behavior (g=0.255) and peer relationships (g=0.231).
SEL Interventions Produce Small Positive Effect on Academics, School Functioning
A meta-analysis of 250 recent randomized or quasi-experimental studies of Social Emotional Learning (SEL) interventions in K-12 found significant positive, though small, effect on academics (g=0.111), as well as overall school functioning (g=0.131) which also included study skills, attendance and on-task behavior for participating students.
Meta-analysis Shows SEL Interventions Improve School Climate, Safety
A meta-analysis of over 250 recent randomized control or quasi-experimental studies of Social Emotional Learning (SEL) interventions found the largest positive effect on school climate and safety (g=0.301). This is equivalent to a 12.5 percentile positive increase in climate perception as compared to the control group without the intervention.
Feedback for Growth Builds Deep Learning in Math
In 2022, 100 teachers in Yonkers worked to improve the quality of feedback to students focused on growth, a research-backed strategy to deepen math learning and close performance gaps. Surveys of 3,458 middle schoolers showed in just 4 months, students experienced 10% growth of strong teacher feedback in 2 schools and 6-7% growth in 4 more schools.
Underserved Students in Student-centered CO Network Graduate at Higher Rates
Eighty-five percent of students at New Legacy Charter, a Big Picture Network school in Colorado serving primarily pregnant and parenting teens, graduate; compared with 50% nationally. Students also have taken a college course, internship or certification.
One-Third Graduate with Associate Degree at Personalized, Tech-Focused HS
At CodeRVA, a computer science-focused regional Virginia high school offering personalized, blended learning, nearly 100% of students graduate on time (97% in 2023 and 100% in 2022, 2021 and 2020) and one-third have also earned an associate degree.
Real-world Projects Boost Engagement
Phone surveys administered throughout the day at IowaBIG, a community- and project-based program, showed students were more engaged at the program or with community partners than at their traditional schools. They were significantly more likely to report feeling engaged, active, capable, happy, in control and like they were putting in high effort.
100% of 4th Graders Score Proficient in ELA and Math at NY Charter
At the student-centered New York charter LEAD (formerly Concourse Village Elementary), 100% of 4th graders scored proficient on both math and ELA state assessments. In contrast, only 29% of students across the district scored proficient on ELA and 29% on math.
Students Report Learner-centered Design Principles Foster 21st-century Skills
A design-based research study of 1,000 learner reflections from 75 online higher education courses found students credited learner-centered design principles including student choice, relevance and creativity with the development of 21st-century skills, especially oral and written communication and critical thinking.
California Students in Career Pathway Less Likely to Drop Out
An evaluation showed students who attended California high schools with linked learning career pathways were 2.1 percentage points less likely to drop out than peers at traditional schools. Students with low achievement prior to starting linked learning saw a larger impact, with students 4.5 percentage points less likely to drop out.
California Students in Career Pathways More Likely to Graduate
Compared to students at traditional California high schools, an evaluation showed students attending schools featuring Linked Learning career pathways were 3.1 percentage points more likely to graduate. Students with low achievement prior to starting linked learning saw a larger impact with 7.6 percentage points more likely to graduate.
Learning Rate Based on Exposure, Not Ability Level
An analysis of 27 sets of student learning data showed learning rate is based on previous exposure and opportunities, not on ability level. This finding shows the potential to personalize students’ learning experience based on previous background knowledge, thus providing the favorable learning conditions each student needs to be successful.
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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.