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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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.
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.
Personalized Learning Professional Development Increases Flexibility in Pacing
At schools receiving personalized learning professional development from KnowledgeWorks, 72-80% of educators and students reported moderate or strong evidence of pacing flexibility in a recent survey.
Personalized Learning Boosts Teacher Confidence in Meeting SEL needs
In a 2022 survey of 1,000 teachers, those who reported using all the personalized learning strategies on the survey were much more confident meeting students’ social-emotional needs. Of those reporting high use of personalization 64% felt "high confidence" in their ability, compared to only 39% of the teachers with low implementation.
Using Blended Learning Practices Correlated with Higher Personalization
In a survey of 1,000 teachers post pandemic, those who used blended learning were more likely to implement personalized learning strategies. For example, 56% of surveyed teachers who used blended learning also adopted flexible pacing, while only 32% of those not using blended learning did so.
Summer Sports and Academics Lead to Big Gains
DREAM Charter Schools, a small network of schools in NYC balancing social emotional development, athletics/wellness and rigorous academics during a year-long program, has seen reading proficiency increase an average of 20 percentage points and math 10 percentage points during their summer program.
Parents Want More Flexible Learning Post-Pandemic
In a survey of 6,000 parents about post-pandemic teaching and learning, 40% wanted their children learning at multiple sites, compared to 37% who preferred learning in a traditional classroom exclusively.
Integrated Technology Systems One Factor in Success of Personalized Learning
In a study of student-centered schools, those with higher-performance had technology systems that were better integrated to support learning with an average of 2.60 versus 1.83 functions including record keeping, planning, instruction and assessment.
Post-COVID, Teachers Value Schedule that Supports Deeper Learning
In feedback sessions, middle and high school teachers indicated they wished to continue COVID-related schedule changes in which students took only three courses at a time. They reported this change led to more depth of coverage and reduced workload for both students and teachers.