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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Low-income and Minority Students Get Biggest Benefit from Dual Enrollment
A recent review of national data showed four years after high school, low-income students who participated in dual enrollment (DE) had an advantage in bachelor’s degree completion compared to non-DE students (28% vs. 20%). Black DE students received bachelor’s degrees at a rate of 29% vs. 18% and Hispanic students at a rate of 25% vs. 19%.
HS Students in Dual Enrollment Are More Likely to Start College within One Year
A recent national study that followed students since 2015 showed 81% who took dual enrollment started college within one year of high school graduation, compared to national average of 70%. Fifty-one percent enrolled at four-year and 30% at community colleges. (Research does not distinguish if students self-selected or were previously excelling.)
Dual Enrollment Improves College Completion Rates
A review of national data from a 2015 high school cohort found that of the students who participated in dual enrollment and entered college right after high school, 36% completed a bachelor’s and 12% an associate degree within 4 years. Rates were only 34% and 9%, respectively, for those who started college without any dual enrollment experience.
Early College Programs in MA Increase College Persistence
An analysis of Massachusetts data indicated that attending an early college high school more than doubled a student’s odds of immediately enrolling in a postsecondary program and then persisting to a second year of college (odds ratio=2.27). Forty one percent of early college students persist compared to 24% of matched peers.
In MA, Early College High Schools Result in Postsecondary Enrollment without Interruption
A recent analysis of Massachusetts data found 69% of students who graduated from state-designated early college high schools in 2019, 2020 and 2021 went on to postsecondary studies without interruption, compared to 54% of their matched peers state-wide.
Personalized Learning Districts in North Dakota Demonstrate Higher Graduation Rates
Graduation rates in 2022-23 were higher than the state average for two of personalized learning districts. Though not statistically significant, the graduation rate in Northern Cass was 92% and in Oakes was 94.9% percent, compared to the state rate of 83%.
North Dakota Personalized Districts Outperform State Averages
Students in three North Dakota personalized learning districts outperformed state scores in 2022-23. Though not statistically significant, proficiency was 54% in math and 53% in ELA (English/Language Arts) in Northern Cass, 48% in math and 53% in ELA in Oakes, and 41% in math and 45% in ELA in West Fargo; compared to state rates of 39% and 44%.
SEL Curriculum Use on the Rise
In a recent survey, 83% of a nationally representative sample of over 1,000 K-12 principals reported use of a social-emotional learning curriculum in the 2023-2024 school year, compared to 76% in 2021-2022 and 46% in 2017-2018.
Teacher Survey Links SEL with Interest in Learning and Positive School Climate
A nation-wide survey of almost 4,000 K-12 teachers showed a positive correlation between reports of social-emotional learning implementation and both student interest in learning and a positive school climate.
Supportive State Policies Lead to Higher Reports of Strong SEL Implementation
Analysis of state social-emotional learning (SEL) policies found a statistically significant positive correlation between the existence of supportive state policies and teachers reports of strong SEL implementation on a related survey.
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.
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