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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Feedback for Growth Builds Deep Learning in Math
In 2022, 100 teachers in Yonkers worked to improve the quality of feedback to students focused on growth, a research-backed strategy to deepen math learning and close performance gaps. Surveys of 3,458 middle schoolers showed in just 4 months, students experienced 10% growth of strong teacher feedback in 2 schools and 6-7% growth in 4 more schools.
Underserved Students in Student-centered CO Network Graduate at Higher Rates
Eighty-five percent of students at New Legacy Charter, a Big Picture Network school in Colorado serving primarily pregnant and parenting teens, graduate; compared with 50% nationally. Students also have taken a college course, internship or certification.
One-Third Graduate with Associate Degree at Personalized, Tech-Focused HS
At CodeRVA, a computer science-focused regional Virginia high school offering personalized, blended learning, nearly 100% of students graduate on time (97% in 2023 and 100% in 2022, 2021 and 2020) and one-third have also earned an associate degree.
Real-world Projects Boost Engagement
Phone surveys administered throughout the day at IowaBIG, a community- and project-based program, showed students were more engaged at the program or with community partners than at their traditional schools. They were significantly more likely to report feeling engaged, active, capable, happy, in control and like they were putting in high effort.
100% of 4th Graders Score Proficient in ELA and Math at NY Charter
At the student-centered New York charter LEAD (formerly Concourse Village Elementary), 100% of 4th graders scored proficient on both math and ELA state assessments. In contrast, only 29% of students across the district scored proficient on ELA and 29% on math.
Students Report Learner-centered Design Principles Foster 21st-century Skills
A design-based research study of 1,000 learner reflections from 75 online higher education courses found students credited learner-centered design principles including student choice, relevance and creativity with the development of 21st-century skills, especially oral and written communication and critical thinking.
California Students in Career Pathway Less Likely to Drop Out
An evaluation showed students who attended California high schools with linked learning career pathways were 2.1 percentage points less likely to drop out than peers at traditional schools. Students with low achievement prior to starting linked learning saw a larger impact, with students 4.5 percentage points less likely to drop out.
California Students in Career Pathways More Likely to Graduate
Compared to students at traditional California high schools, an evaluation showed students attending schools featuring Linked Learning career pathways were 3.1 percentage points more likely to graduate. Students with low achievement prior to starting linked learning saw a larger impact with 7.6 percentage points more likely to graduate.
Learning Rate Based on Exposure, Not Ability Level
An analysis of 27 sets of student learning data showed learning rate is based on previous exposure and opportunities, not on ability level. This finding shows the potential to personalize students’ learning experience based on previous background knowledge, thus providing the favorable learning conditions each student needs to be successful.
New York City School’s Career Technical Education Program Boosts Graduation Rates
Brooklyn STEAM, a New York City Career Technical Education Program in which students participate in project-based career studies along with academic subjects at their home high schools, reported 88% of the 2021 class graduated, compared to 79% across NYC as a whole.
California Students in Career Pathways Earn More Credits
In an evaluation of California schools featuring Linked Learning career pathways, students accumulated 8.9 credits more than peers at traditional California schools. Those with low achievement before entering a linked learning high school earned 15.5 credits more than students at traditional schools.
Whole Child Schools in DC Rate High in Social-Emotional Learning
Students at the 5 DC elementary schools in the Whole-Child Collaborative’s pilot cohort saw statistically significant increases after a year implementing the student well-being model (2019-2020) in each of the SEL competencies measured on the Panorama SEL Assessment. These included self-efficacy, social awareness, perseverance and belonging.
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A future of learning where students of all races and ethnicities, incomes and identities pursue the kinds of learning experiences that enable them to uncover their passions and thrive in an evolving world.