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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Learner-Centered Education Can Impact Cognitive, Social-Emotional and Behavioral Outcomes
A review of 93 studies covering approaches that align with learner-centered education found the potential to support students across multiple developmental domains, yielding positive cognitive, social-emotional and behavioral outcomes.
Competency-Based Learning’s Potential to Increase Academic Growth Supported by Research Review
A review of 93 studies covering approaches that align with learner-centered education found competency-based learning has the potential to promote students’ long-term skill development, academic growth and future readiness.
Personalized Learning’s Potential to Bolster Motivation and Achievement Supported by Research Review
A review of 93 studies covering approaches that align with learner-centered education found personalized learning has the potential to affirm identity, enhance motivation and improve academic achievement for students.
A New Vision of Learning Leads to 100% Graduation in PA School
By shifting to a flexible learning model, a rural Pennsylvania high school achieved a 100% graduation rates, up from 78.95% 5 years earlier. Community experts provide guidance through outside experiences like volunteer firefighting and classes like veterinary sciences. Student growth is captured through holistic "Village Transcripts."
Classroom Culture Increases Engagement in Texas
Texas high school students participating in an intervention to create “a culture of learning” in 6-9th grade math classrooms reported both improved culture of respect (s.m.d.=0.16 s.d., pr(ATE>0)=.938.) and a higher level of behavioral engagement compared to a control group (s.m.d. = 0.45 s.d. pr(ATE<0)=.997). The finding was statisticall
Grouping by Level Not Age Contributes to Reading Success in Ohio
In Steubenville, a high-poverty Ohio district, 95-97% of 3rd graders have scored proficient on state reading tests since 2016, 30% higher than the state averages. During daily reading blocks, all elementary students are grouped based on level, regardless of age or grade.
Grouping by Level Contributes to Reading Success Across Subgroups in Ohio
In Steubenville, Ohio, where all elementary students are grouped for reading instruction by level not age or grade, 100% of Black students, 99% of low-income students and 92% of students with disabilities scored proficient in state tests of third grade reading in 2024.
High School ELA Passing Rates Higher in AZ Personalized Learning Network
A study of the Arizona Personalized Learning Network found the rate of high school students passing state ELA tests after implementation of personalized learning was 8.8 percentage points higher than non-intervention comparison schools in 2022 and 4.1 percentage points higher in 2023. Results were statistically significant in 2022 only.
More Students Pass State Math Tests at Personalized AZ High Schools
A study of the Arizona Personalized Learning Network found a statistically significant difference in the rate of high school students passing state math tests in 2022 compared to similar schools without the intervention (9.1 percentage points higher). Passing rates fell in 2021 and 2023 for all schools but by a smaller amount at treatment schools.
Low-income and Minority Students Get Biggest Benefit from Dual Enrollment
A recent review of national data showed four years after high school, low-income students who participated in dual enrollment (DE) had an advantage in bachelor’s degree completion compared to non-DE students (28% vs. 20%). Black DE students received bachelor’s degrees at a rate of 29% vs. 18% and Hispanic students at a rate of 25% vs. 19%.
Dual Enrollment Improves College Completion Rates
A review of national data from a 2015 high school cohort found that of the students who participated in dual enrollment and entered college right after high school, 36% completed a bachelor’s and 12% an associate degree within 4 years. Rates were only 34% and 9%, respectively, for those who started college without any dual enrollment experience.
Early College Programs in MA Increase College Persistence
An analysis of Massachusetts data indicated that attending an early college high school more than doubled a student’s odds of immediately enrolling in a postsecondary program and then persisting to a second year of college (odds ratio=2.27). Forty one percent of early college students persist compared to 24% of matched peers.