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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Teachers Concerned Curriculum Not Culturally Relevant
In a national survey of teachers during the COVID pandemic, only 35% of teachers felt their curriculum was culturally relevant for the population they teach. Only 41% felt it was accessible, appropriate and engaging for all students.
Content Mastery Increases with Project-Based Learning PD
A district study showed a significant number of students in each grade met local learning goals one or two of four content areas after their teachers participated in project-based learning training, compared to peers whose teachers did not.
More Autonomy Increases Elementary Reading Scores in TN
After implementing personalized learning days and increasing student ownership, a fifth grade class in Tennessee saw reading gains along with personal growth. Students reading below grade level fell from 84% to 25% over the course of the year.
Use of Adaptive Learning Software to Personalize Learning Increased Dramatically
An EdWeek end-of-year survey shows the number of districts using adaptive learning software to personalize learning rose from 54% before the pandemic to 85% in 2020.
Personalized Learning Increases Achievement Measured by Standardized Tests
A study of high and low performing student-centered schools showed when personalized learning is implemented thoroughly, higher test scores result.
Small Groups and Flexibility Lead to Positive Learning Conditions
Surveys and interviews with educators during COVID-19 indicated smaller groups and flexibility in shaping learning environments around students’ needs led to stronger relationships. 57% could better support social and emotional well-being in small groups.
Student Choice Increases Engagement in Reading
This study of four 8th-grade teachers shows an increase in student agency when assigned reading was replaced with student-selected, self-paced choices. Peer relationships and classroom culture change as students become more engaged readers.
Showing Learning Through Video Bolsters Student Agency
A study of innovations during the COVID-19 pandemic documents “Teach-Back” Tuesdays at a Dallas school. By sharing videos of themselves teaching academic content, students bolster their agency while demonstrating learning.
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.
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.
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.
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