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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Dual Enrollment Increases College Attendance for CTE
In an Arkansas study, students taking Career and Technical Education courses in a specific career area saw a larger positive impact if they were also in a dual enrollment program. The impact of taking one more CTE course than the state average on future college enrollment went up by a factor of two for these students, from .4% to 1%.
CTE Courses Lead to Higher Employment and Salaries
A large study in Arkansas showed students who took just one more Career and Technical Education course than the average of 4.9 increased their probability of employment the year after graduation by 1.5 percentage points and their expected quarterly wage by 3%. Of note, Arkansas college students also commonly work.
CTE Courses Lead to Higher Graduation and College Enrollment Rates
Study of a large data set in Arkansas revealed students who took just one more Career Technical Education course than the average of 4.9 increased their probability of graduating from high school by 3.2 percentage points and of enrolling in a two-year college the next year by 0.6 percentage points.
CTE Course Concentration Increases Graduation Rates
A study of CTE in Arkansas showed students concentrating in a program of study (a sequence of three related classes) had a four-year graduation rate of 93%, compared to 51% for non-concentrators. College enrollment rates were 28% compared to 20% for non-concentrators, with low-income students showing the largest positive impact.
Immersive MA Career and Technical Education Boosts Graduation Rates
In a study of Massachusetts schools in which all students participate in an immersive Career and Technical Education (CTE) program, students with higher incomes were 7 to 10 percentage points more likely to graduate from high school on time than similar income peers receiving either more traditional or no CTE programming.
Real-World Learning Leads to Higher Graduation Rates
Arizona Maricopa High School principal credits student-centered practices like real-word application and post-secondary planning for higher graduation rates of students with a CTE concentration: 91% compared to 71.9% for students in traditional courses and the 81% state average.
Tailoring Learning to Student Interest Increases Motivation
In a study of differences in teacher practice and technology use in student-centered schools, high-performing schools more frequently included students’ career goals and interests in personalized learning plans, increasing student motivation. The difference was statistically significant.
Principals Report Project-Based Learning Helps Students Meet Academic Standards
In a large national survey, 80% of principals implementing schoolwide project-based learning feel it helps students meet academic standards. 90% report students can extend their learning from projects to other disciplines.
Teachers Across Grade-Levels and Subjects Value Project-Based Learning
Feedback from over 11,000 teachers nationwide indicates 77% feel project-based learning would benefit their students. This high valuation is consistent across grade-levels taught as well as subjects, from science to history.
Standardized Test Scores Improve After PD on Project-Based Learning
At Lindsay Unified School District, students scored higher on the Diagnostic Reading Assessments® (DRA), Scholastic Reading Inventory® (SRI), and California’s Smarter Balanced Assessment system (SBAC) after teachers received PD on project-based learning.
Project-Based Learning Promises Gains in Social Studies and Science
Looking at 20 studies on project-based learning, researchers found a positive effect on student learning in Social Studies and Science, and to a smaller degree, math and literacy.
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.
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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.