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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A New Vision of Learning Leads to 100% Graduation in PA School
By shifting to a flexible learning model, a rural Pennsylvania high school achieved a 100% graduation rates, up from 78.95% 5 years earlier. Community experts provide guidance through outside experiences like volunteer firefighting and classes like veterinary sciences. Student growth is captured through holistic "Village Transcripts."
Mindset Shift Improves Teacher Well-Being in Texas
A study of 6-9th-grade math teachers in a professional development program focused on shifting to “a culture of learning), found the treatment cut burnout in half for teachers who started with a fixed-mindset (16% compared to 34% in the control pr(CATE<0)=.88)and improved well-being by 76% (60% compared to 34% in the control pr(CATE>0)=.92)
Classroom Culture Increases Engagement in Texas
Texas high school students participating in an intervention to create “a culture of learning” in 6-9th grade math classrooms reported both improved culture of respect (s.m.d.=0.16 s.d., pr(ATE>0)=.938.) and a higher level of behavioral engagement compared to a control group (s.m.d. = 0.45 s.d. pr(ATE<0)=.997). The finding was statisticall
Classroom Culture Boosts Math Performance in Texas
A study of 12,432 6th-9th grade Texas math students found implementing a "culture of learning" intervention — which shifted teachers’ classroom language around mistakes, confusion and grading — boosted student performance by the equivalent of four months of learning compared to the control (0.122 s.d. pr(ATE>0)=.989).
Self-directed Learning Is a Teachable Skill
A review of the literature indicates self-directed learning is not an innate trait but can be taught to students. Learners can follow a clear pathway to develop the skill: build a desire to learn, become a resourceful learner, take initiative and become persistent in one’s learning.
Components for Systems Change in Kentucky
A study of 3 Kentucky schools successfully tackling systems change found 4 components needed for success: a shared vision to unite the community; clear expectations which allowed flexibility in when, where and how of learning; authentic student demonstrations of learning across disciplines; and investment in staff growth and leadership.
Cognitive Science Studies Align with Student-centered Teaching
A meta-analysis of research studies in 2022 found many of the powerful teaching strategies based on the cognitive science of learning align with student-centered approaches — including building interest through connections and relevancy, engaging through high-level questions and teaching students to reflect on their own learning.
4 Drivers of Change in WA
An evaluation of the second year of a Washington school network piloting mastery‑based and culturally affirming learning identified four consistent drivers of success: 1) professional learning and coaching, 2) scheduled time for the work, 3) a staff culture open to learning and change and 4) supportive school leadership.
Mastery-based Learning Correlates with Greater Student/Teacher Relationships in WA
After four years in a Washington network piloting mastery based and culturally affirming learning, students in high-implementation schools reported stronger relationships with teachers than peers in low-implementation schools, by 0.59 standard deviations. This pattern also held for students of color, with positive and significant differences.
Low Parent Support for Standardized Testing
A national survey of over 20,000 parents showed low levels of support for standardized testing. This result held across income levels with 29% of low- and middle-income parents and 33% of high-income strongly favoring annual standardized testing to measure achievement.
Mastery-based Learning Correlates with Higher Engagement in WA
A fourth-year evaluation of a Washington network piloting mastery based and culturally affirming learning found that students in high-implementation schools reported higher cognitive engagement than peers in low-implementation schools, by 0.23 standard deviations, even after accounting for other school and student characteristics.
Educators Perceive Higher Student Engagement from Mastery-based Learning
After four years of participation in a Washington school network piloting mastery‑based and culturally responsive education, 77% of administrators and 47% of teachers reported learning and assessment became more engaging as a result of the school’s commitment to these practices.