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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Accuracy and Inclusivity Guide AI Adoption
When 60 math teachers’ criteria for artificial intelligence adoption were analyzed, accuracy (trustworthy and grounded in facts) and inclusiveness (accessible to diverse cognitive and cultural needs of users) emerged as the top considerations, with each chosen by 13% as their highest adoption criteria.
Parents Support Career and Technical Training
A survey of approximately 1,500 parents of K-12 public school students found 94% of parents supported offering all high school students the option to take classes in career, technical and trade skills.
Parents Support Dual Enrollment Options
In a survey of approximately 1,500 parents of K-12 public school students, 93% reported supporting giving all high school students the option to take dual-credit classes.
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.
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.
Attendance Higher at ND Personalized, Competency-based Schools
A five-year evaluation of the North Dakota Personalized, Competency-Based Learning Initiative showed a small but significant impact on attendance. 4-5th and 9-12th graders’ rates were 1 percentage point or 2 school days higher than matched peers at non-personalized schools, and 6-8th graders' rates were 2 percentage points, or 4 days, higher.
Project-Based Science Increases Scores in ELA
A study of a middle school project-based science curriculum showed on average students performed higher than a matched comparison group on state English Language Arts (ELA) assessments by eight percentage points in year two and ten in year three.
Project-Based Science Increases Scores in Math
A study of a middle school project-based science curriculum showed on average students performed higher than a matched comparison group on state math assessments by 12 percentage points in year two and 18 percentage points in year three.
Student-centered Instruction Builds Feelings of College Readiness
Students at three student-centered, career-focused schools reported development of personal and social skills needed for career and college-readiness. Of 17 students interviewed, 15 (88%) noted instructional practices like advisory, autobiography writing and presentations fostered the self-awareness, confidence and communication needed for college.
Project-based Learning Builds Creativity and Entrepreneurship Competency
A qualitative study of a maker program in Hong Kong focused on real-world problem solving found the school's approach led to increases in 4 dimensions of creativity (novelty, utility, aesthetics and authenticity) and 3 areas of entrepreneurship (ideas and opportunities, resources and action).
Personalized Math Program Builds Skills
In a randomized control study of a supplemental mastery-based personalized math learning program, kindergarten students from 20 California classrooms, in which 100% of students qualified for free and reduced lunch, outperformed the control group on the Test of Early Mathematics Ability by 5.71 percentage points after using the program for 5 hours.
CT School Increases Latinx Student Enrollment in AP Through Personalized Supports
Maloney High School saw the number of Latinx students enrolled in advanced courses rise from 50% in 2015-16 to 82.5% in 2020-21. To make this shift, they employed student-centered approaches – including student interest surveys, personalized course recommendations, more communication with families and academic supports like AP study sessions.