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.

Support the growing field of student-centered learning. Submit data from your research study, district or school.

Add Data to Your Presentations

Update your presentations with these ready-to-use slides featuring compelling data points from the library

Search Data

    Competency-Based Learning

    Innovative Schools Hold Steady on Traditional Outcome Measures

    A report analyzing 251 innovative schools’ approach to documentation of impact found that in states where comparison was possible, no negative effect on traditional measures such as state test performance. It also documented the high value these schools place on outcomes that are difficult to measure like deeper learning and sense of belonging.

    Curriculum and Instruction

    NC Students from Early College High School Earn More Associate Degrees

    An experimental study analyzing data from 4,000 North Carolina students showed those randomly selected to attend early college high schools were three times more likely to earn an associate degree than those who did not attend (32.8% versus 11%). Higher numbers earning associate degrees did not decrease bachelor's degree attainment.

    Curriculum and Instruction

    Early College High Schools Lead to Higher Postsecondary Attainment

    A 14-year, experimental study found North Carolina students who attended early college high schools were more likely to have earned some kind of postsecondary credential after six years than those not in early college. 44.3% earned degrees, compared to 33.0% of the control group.

    Curriculum and Instruction

    Early College High Schools Benefit Economically Disadvantaged Students

    An experimental study in North Carolina found the impact of attending an early college high school was higher for economically disadvantaged students. While all students who attended early college high schools were 3.9 percentage points more likely to have obtained a bachelor's degree, economically disadvantaged students were 4.5 percentage points

    Impact and Academic Outcomes

    California Personalized Learning Charters Thrive in Pandemic

    A CA public charter network focused on personalized learning pivoted quickly, supporting student growth through the pandemic. The number of network students meeting state standards increased from 47% in 2018-19 to 49% in 2021-22 in ELA and from 29% to 31% in math. Meanwhile, district students meeting standards decreased 4% in ELA and 6% in math.

    School and Classroom Culture

    Collective Educator Agency Decreases Academic Gaps

    In the AVID program a collective sense of efficacy leads teachers to insist on rigor, remove barriers, align work and advocate for students; improving learning; and decreasing academic gaps between groups. 2020 college enrollment of AVID students varies by only 1% for black, Hispanic and white students, compared to a 10% difference nation-wide.

    Competency-Based Learning

    Mastery-Based Texas Charter Closes Learning Gaps

    When a public charter school in Austin, Texas, moved to competency-based, personalized learning they saw improved results for all students. The school earned 96 out of 100 points for student achievement and 100 out of 100 for closing achievement gaps on the 2018-2019 Texas state report card.

    Student Agency and Voice

    Relevance with Rigor Boosts Learning

    In a large survey, 97% of students who reported positive experiences with relevance, rigor, customization and high expectations also indicated they learned a lot in school. In comparison, of the students who did not have positive experiences in all four areas, only 58% reported high levels of learning.

    Student Agency and Voice

    Fostering Student Voice Leads to Academic Growth

    A network of 16 NYC schools working to better support Black and Latino youth reported academic gains after working to solicit student input and foster a culture of belonging. In 2021-22, 62% of students in the network met their growth goals on either iReady or NWEA’s Map Growth assessment, compared with a 50% national average.

    Whole Child and Relationship Building

    Educators Link Social-Emotional Learning to Academic Outcomes

    According to a nationally representative sample, most teachers believe social emotional learning improves learning. 83% of the educators surveyed by Education Week said they feel social-emotional-learning has a positive impact on academic outcomes.

    Policy and Advocacy

    Denver Policy Reform Leads to Academic Gains

    A study of Denver's reform strategy from 2008-2019, shows the move to a portfolio model of governance resulted in student gains. Before reforms, the district ranked in the bottom 5th percentile of Colorado districts on standardized state assessments in ELA and math. In 2019 performance rose to 60th and 63rd percentile in ELA and math, respectively.

    Student Agency and Voice

    Educators Feel Engagement Best Indicator of Success

    A 2022 national survey of changing educator and parent views showed 94% of educators think student engagement is the most important metric of student success, following a similar trend of 92% for the 2021 survey.