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.
Support the growing field of student-centered learning. Submit data from your research study, district or school.
Add Data to Your Presentations
Some Early Adopters of AI Illustrate Opportunities for Transformation
A study of early artificial intelligence (AI) adoption documented ways in which 20% of the 27 districts studied are moving beyond use for productivity to a more strategic transformation, embedding AI into broader instructional redesign and reimagining educator roles and student experiences.
Most Early AI Adopters Lack Systemic Integration
A study of early artificial intelligence adopters, found most of the 27 participants are still piloting, with 80% categorized as dabbling or emerging users. Most lack cohesive implementation, formalized training and competencies and face structural and policy barriers to scale.
Together Vision and Tech Infrastructure Support AI Adoption
In a qualitative study of 27 diverse districts using artificial intelligence, commonly observed conditions enabling early adoption included a clear vision, strong leadership that fosters an innovation culture, integrated tech-instruction teams, and a strong technology infrastructure.
Most States Allow Credit Accumulation Based on Competency
A review of education policies nation-wide found 45 states and D.C. allow learners to accumulate credits and progress towards graduation through some type of demonstration of competency.
States Support Spread of Competency-based Education
A review of supportive policies showed 12 states have a competency-based education (CBE) pilot program or network and eight provide funding opportunities like grants to encourage the spread of CBE.
Growing Number of States Require Potrait of Graduate
A review of policies that support comprehensive-based education found 18 states and D.C. have a state-level, or require a local-level, Portrait of a Graduate (PoG) or similar visioning document. Nine have graduation requirements informed by this PoG.
Majority of States Allow Flexibility to Encourage Competency-based Education
A policy review showed 46 states and D.C. offer exemptions or waivers to allow schools and/or districts flexibility in meeting statutes and regulations in order to facilitate innovative competency-based education approaches.
Grouping by Level Not Age Contributes to Reading Success in Ohio
In Steubenville, a high-poverty Ohio district, 95-97% of 3rd graders have scored proficient on state reading tests since 2016, 30% higher than the state averages. During daily reading blocks, all elementary students are grouped based on level, regardless of age or grade.
Grouping by Level Contributes to Reading Success Across Subgroups in Ohio
In Steubenville, Ohio, where all elementary students are grouped for reading instruction by level not age or grade, 100% of Black students, 99% of low-income students and 92% of students with disabilities scored proficient in state tests of third grade reading in 2024.
Mastery-based Learning Creates More Student Ownership in WA
Surveys of the 47 Washington schools in the Mastery-Based Learning Collaborative showed a third of educators and half of leaders felt students are more engaged and take greater ownership of their learning. Examples included willingness to share opinions, connect with peers, use rubrics to understand expectations and stay engaged.
Mastery-based Initiative Strengthens School Climate in WA
About half of educators from the Mastery-Based Learning Collaborative agreed their school has become more culturally responsive, welcoming, affirming and emotionally and physically safe in a survey after three years participating in the Washington state demonstration project.
Mastery-based Approach Leads to More Authentic Learning and Assessment in WA
In a survey of 47 schools in year three of the Mastery-Based Learning Collaborative in Washington, just under half of educators and two thirds of leaders agreed learning and assessment had become more engaging, authentic and culturally responsive due to the shift toward mastery-based learning and culturally relevant and sustaining education.