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 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.
Student Goal-Setting Shows Promising Evidence
This research brief examines the research base for goal-setting, including its role in self-efficacy and intrinsic motivation. It indicates promising evidence (as defined by the US Department of Education) of impact on academic outcomes and deeper learning.
Metacognitive Self-Regulation Grows with Student-Centered Practices
In four schools, the implementation of specific student-centered teacher practices led to a significant increase in metacognitive self-regulation throughout the school year. Other student-level measures of agency did not change significantly or decrease.
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.
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.
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.
Matching Lessons By Performance Level Produces Larger Gains
In comparing students’ content gaps to MAP gains, schools with a smaller content gap — those where math lessons better matched students’ actual performance levels (as opposed to their grade-levels) tended to see greater gains.
Accountability Systems Focused on Growth Promote Academic Performance
Performance in schools with accountability systems that focused on state grade-level proficiency grew 7 percentile points, while those that operated under accountability systems that rewarded student growth (and prioritized individual student needs) grew 38 percentile points.
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.
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