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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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.
Project-Based Learning Increases Knowledge Transference
In a study investigating the student-level impacts of high quality project-based activities 62% of students performed proficient or higher on a performance assessment requiring them to transfer knowledge to a new situation.
Project-Based Learning Brings Achievement Gains in Low Income Schools
Project-Based Learning led to a 63% gain in social studies for students in low-income schools as compared with students in higher-income schools. That translates to five to six months of increased learning for the year.
Project-Based Learning Increases Achievement in Elementary
On average, in a study of 46 schools in Michigan, third graders participating in a project-based science curriculum performed eight percentage points better on the state science assessment as compared with students in the control group classrooms. The positive effect held across schools with different racial and ethnic makeup and household-incomes.
Project-based Learning Boosts Student Engagement
In the second year of study of a 6th-grade project-based science curriculum; students scored higher than a matched comparison group on pre- and post-assessments measuring engagement in science practices. Students using the curriculum also reported classroom assignments were more interesting, challenging, worthwhile and enjoyable.
Project-Based Learning Increases Achievement in AP Courses
Findings from the first year of the Knowledge in Action project-based learning approach revealed an increase in the likelihood of earning a score of three or higher on the AP U.S. Government or AP Environmental Science test by about eight percentage points.
College and Career Readiness Grows in Kansas
In the Wellington Unified School District 353 in Kansas, graduates meeting one of three district-identified college and career-ready benchmarks increased from 30% in 2017-2018 to 40% in 2018-2019.
Competency-Based School Helps Off-Track Youth Plan for Future
At the personalized, competency-based Boston Day and Evening Academy, 100% of students enter two or more years off-track from secondary graduation, but by the time they graduate, 98% leave with a post-secondary education plan.
Our Vision
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.