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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    Competency-Based Learning

    Washington Teachers Feel Culturally Responsive Practices Improve Equity

    75% of Washington's Mastery-Based Learning Collaborative educators surveyed believe that implementing culturally responsive-sustaining education would improve their school’s ability to achieve equitable outcomes for students from historically marginalized yet resilient groups. 75% also thought it would improve school culture and climate.

    Competency-Based Learning

    Washington Educators See Mastery-based Learning as Key to Equity

    In evaluating Washington's Mastery-Based Learning (MBL) Collaborative, 67% of educators believe that implementing MBL deeply would improve their school’s ability to achieve equitable outcomes for students from historically marginalized yet resilient groups. 63% also agreed that MBL would improve school culture and climate.

    Competency-Based Learning

    Washington Educators Personalize Learning

    An evaluation of Mastery-Based Learning Collaborative schools across Washington showed many educators are providing personalization even in early stages of implementation. 70% report students often, most of the time or always receive personalized supports. 48% indicated students often can choose different ways to learn the same material.

    Competency-Based Learning

    Washington Educators Support Mastery-based Learning

    Interviews for an early evaluation of the Washington Mastery-Based Learning Collaborative revealed that while time was the most commonly listed hurdle to implementation, 96% of school leaders and 72% of educators still support future implementation at deeper levels.

    Competency-Based Learning

    Innovative Schools Hold Steady on Traditional Outcome Measures

    A report analyzing 251 innovative schools’ approach to documentation of impact found that in states where comparison was possible, no negative effect on traditional measures such as state test performance. It also documented the high value these schools place on outcomes that are difficult to measure like deeper learning and sense of belonging.

    Competency-Based Learning

    Mastery-Based Texas Charter Closes Learning Gaps

    When a public charter school in Austin, Texas, moved to competency-based, personalized learning they saw improved results for all students. The school earned 96 out of 100 points for student achievement and 100 out of 100 for closing achievement gaps on the 2018-2019 Texas state report card.

    Competency-Based Learning

    Teacher Cooperation Leads to Reading Gains at NH Elementary

    Using a collaborative teaching approach to personalize reading supports, New Hampshire elementary school teachers in a competency-based school found 86% of kindergartners were reading at grade-level at the end of they year, compared with 56% at the start.

    Competency-Based Learning

    Students with IEPs See Gains from Self-Paced Unit

    Middle-grades English language arts students in a Texas classroom showed an average of 16% growth, from pre- to post-test, after a self-paced, mastery-based unit. Students with IEPs saw more gains, with an average of 59% pre and 94% post-test.

    Competency-Based Learning

    Mastery-Based Approach in Math Supports Self-Direction

    A study of innovations during the COVID-19 pandemic documents the move to a mastery-based math pathway across 2nd-5th grades. Students are responsible for charting and monitoring their own learning pathway to achieve mastery.

    Competency-Based Learning

    Station Rotation Models Improve Access to Student Data

    In 4-8th grade classrooms at five sites, teachers who used station rotation reported more availability of data to drive decision-making and higher levels of differentiated instruction when compared to non-station rotation teachers at the same sites.

    Competency-Based Learning

    Project-Based Learning Improves Collaboration

    In a study investigating the student-level impacts of high quality project-based activities, teacher evaluation determined that 71% of students demonstrated proficient or above in collaboration skills.

    Student Agency and Voice

    Project-Based Learning Supports Self-Direction

    In a study investigating the student-level impacts of high quality project-based activities, 83% of students demonstrated proficient or above skills in self-direction. These skills included managing time and workflow.

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