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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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.
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.
Public Opinion Supports Personalized Learning
In a public opinion study, respondents ranked students should “receive the unique support that they need” 5th, “choose courses based on their individual interests” 9th and be given “the time they need to learn at their own pace” as 13th-highest priorities in k-12 education.
4 Policy Types Enable Learning Ecosystems
A study of policy conditions in 8 learning ecosystems found policies in 4 key categories supported a shift to personalized, learner-centered environments rooted in the community. Enabling policies opened jurisdictional boundaries, expanded flexible modalities, rethought educator certification and/or granted credit for learning wherever it happens.
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.
Differentiated, Autonomous District Reform in Denver Shows Gains for All Students
A study of 20,000 Denver Public School students showed gains from 10 years of reform using a portfolio model of governance prioritizing differentiation and school-level autonomy. Students enrolled 2 years made gains in math and English equivalent to 6 months to 2 years of additional schooling. Those enrolled 5 years saw gains of 2 to 3 years.
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.