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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    Family and Community Engagement

    Parents Want More Flexible Learning Post-Pandemic

    In a survey of 6,000 parents about post-pandemic teaching and learning, 40% wanted their children learning at multiple sites, compared to 37% who preferred learning in a traditional classroom exclusively.

    Flexible Learning

    Integrated Technology Systems One Factor in Success of Personalized Learning

    In a study of student-centered schools, those with higher-performance had technology systems that were better integrated to support learning with an average of 2.60 versus 1.83 functions including record keeping, planning, instruction and assessment.

    Curriculum and Instruction

    Post-COVID, Teachers Value Schedule that Supports Deeper Learning

    In feedback sessions, middle and high school teachers indicated they wished to continue COVID-related schedule changes in which students took only three courses at a time. They reported this change led to more depth of coverage and reduced workload for both students and teachers.

    Flexible Learning

    Virtual Schools Here to Stay

    A national survey of school districts in June 2021 indicated that 50% of urban, and 25% of all districts, planned to offer a virtual school option, an increase of nine times pre-pandemic offerings.

    Flexible Learning

    Access to Technology in Elementary Grades Triples

    A survey of 300 superintendents revealed the number of districts offering one-to-one initiatives in the elementary grades tripled, from 24% pre-pandemic to 71% in summer 2021. Initiatives in grades 6 to 12 rose to 83%.

    Flexible Learning

    Schools Foster Increased Agency During COVID

    Interviews with students K-12 about virtual and hybrid school experiences during the COVID-19 pandemic revealed an increase in self-directed learning. A stronger sense of autonomy and responsibility was a common theme in the interview analysis.

    Diversity, Equity and Inclusion

    Number of Districts With 1:1 Computing Device Ratio Doubled in 2020

    In an EdWeek end-of-year survey the number of districts reporting at least one device per student rose from 41% before the pandemic to 94% percent in 2020, more than doubling.

    Curriculum and Instruction

    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.

    Diversity, Equity and Inclusion

    Affordability Creates Barrier to Students’ Internet Connectivity at Home

    A national study indicates two thirds of families without the internet connectivity needed for hybrid learning at home have access to broadband but can not afford service. Low-income, Black and Latinx families are disproportionately impacted.

    Diversity, Equity and Inclusion

    Race, Ethnicity and Income Continue to Impact Students’ Access to Broadband

    A study of broadband internet access data reveals that racial segregation based on historical housing policies still impacts students' access to internet and learning at home.

    Whole Child and Relationship Building

    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 Agency and Voice

    Flexible Scheduling Block Supports Student Choice and Differentiation

    A study of innovations during the COVID-19 pandemic documents the use of a flexible daily WIN (What I Need) block at a Massachusetts high school. Students can choose activities ranging from targeted academic supports to clubs.