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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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.
In MA, Early College High Schools Result in Postsecondary Enrollment without Interruption
A recent analysis of Massachusetts data found 69% of students who graduated from state-designated early college high schools in 2019, 2020 and 2021 went on to postsecondary studies without interruption, compared to 54% of their matched peers state-wide.
Personalized Learning Districts in North Dakota Demonstrate Higher Graduation Rates
Graduation rates in 2022-23 were higher than the state average for two of personalized learning districts. Though not statistically significant, the graduation rate in Northern Cass was 92% and in Oakes was 94.9% percent, compared to the state rate of 83%.
North Dakota Personalized Districts Outperform State Averages
Students in three North Dakota personalized learning districts outperformed state scores in 2022-23. Though not statistically significant, proficiency was 54% in math and 53% in ELA (English/Language Arts) in Northern Cass, 48% in math and 53% in ELA in Oakes, and 41% in math and 45% in ELA in West Fargo; compared to state rates of 39% and 44%.
SEL Interventions Produce Small Positive Effect on Academics, School Functioning
A meta-analysis of 250 recent randomized or quasi-experimental studies of Social Emotional Learning (SEL) interventions in K-12 found significant positive, though small, effect on academics (g=0.111), as well as overall school functioning (g=0.131) which also included study skills, attendance and on-task behavior for participating students.
Underserved Students in Student-centered CO Network Graduate at Higher Rates
Eighty-five percent of students at New Legacy Charter, a Big Picture Network school in Colorado serving primarily pregnant and parenting teens, graduate; compared with 50% nationally. Students also have taken a college course, internship or certification.
One-Third Graduate with Associate Degree at Personalized, Tech-Focused HS
At CodeRVA, a computer science-focused regional Virginia high school offering personalized, blended learning, nearly 100% of students graduate on time (97% in 2023 and 100% in 2022, 2021 and 2020) and one-third have also earned an associate degree.
100% of 4th Graders Score Proficient in ELA and Math at NY Charter
At the student-centered New York charter LEAD (formerly Concourse Village Elementary), 100% of 4th graders scored proficient on both math and ELA state assessments. In contrast, only 29% of students across the district scored proficient on ELA and 29% on math.
Students Report Learner-centered Design Principles Foster 21st-century Skills
A design-based research study of 1,000 learner reflections from 75 online higher education courses found students credited learner-centered design principles including student choice, relevance and creativity with the development of 21st-century skills, especially oral and written communication and critical thinking.
California Students in Career Pathway Less Likely to Drop Out
An evaluation showed students who attended California high schools with linked learning career pathways were 2.1 percentage points less likely to drop out than peers at traditional schools. Students with low achievement prior to starting linked learning saw a larger impact, with students 4.5 percentage points less likely to drop out.
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