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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Personalization Leads to High Attendance Despite Pandemic
The 2019-2020 attendance at Tapestry Public Charter School, which serves a majority of students receiving interventions and specialized supports in a personalized environment, was higher than district and state levels despite remote schooling. In 2020-21 middle school attendance rose to 97.46% (up 5%) and in high school it rose to 96% (up 7%).
Charters Using Performance Assessments See Greater Student Growth
Students attending Envision Schools, a network of California charter schools committed to performance assessment, college readiness and project-based learning, gained the equivalent of 66 additional days of learning in reading and 20 days of learning in math, compared to a matched group of students at traditional public schools.
Project-Based Science Increases Scores in ELA
A study of a middle school project-based science curriculum showed on average students performed higher than a matched comparison group on state English Language Arts (ELA) assessments by eight percentage points in year two and ten in year three.
Project-Based Science Increases Scores in Math
A study of a middle school project-based science curriculum showed on average students performed higher than a matched comparison group on state math assessments by 12 percentage points in year two and 18 percentage points in year three.
St. Louis Students Gain Two Years Growth
In one year, the founding class at the Kairos Academies, a small network of St. Louis public charter schools supporting personalized learning and student agency, showed approximately 200% growth on the NWEA Map tests in reading, language and math.
Differentiated Learning at California Microschool Boosts Growth
Students at UP Academy, a K-8 private microschool in California offering differentiated learning, interdisciplinary project-based learning and collaboration in multi-age classrooms with full inclusion, showed more than double the growth in reading and math scores over a four-month period, compared to national averages on the NWEA 2021 tests.
Learning Culture Results in High Growth in Rural North Carolina Elementary
In 2021-2022, students at Lucama Elementary, a rural school in North Carolina leveraging master teachers to build a culture of learning, outperformed peers on all state tests. Notably 81.6% scored proficient in math, compared to 46.9% at the district-level and 49.8% at the state-level. The school’s performance grade on their state report card ros
Summer Sports and Academics Lead to Big Gains
DREAM Charter Schools, a small network of schools in NYC balancing social emotional development, athletics/wellness and rigorous academics during a year-long program, has seen reading proficiency increase an average of 20 percentage points and math 10 percentage points during their summer program.
Personalized Charters Get Results in St. Louis
In only its 4th year of operation, Kairos, a small network of St. Louis public charter schools supporting personalized learning and student agency, was the fourth highest performing local education agency in St. Louis. Of other top performers, it was the only one serving more that 50% students receiving free and reduced lunch.
Personalized Math Program Builds Skills
In a randomized control study of a supplemental mastery-based personalized math learning program, kindergarten students from 20 California classrooms, in which 100% of students qualified for free and reduced lunch, outperformed the control group on the Test of Early Mathematics Ability by 5.71 percentage points after using the program for 5 hours.
Under-credited Youth in Boston Graduate with Personalized Approach
Students at Boston Day and Evening Academy (BDEA) – a personalized, competency-based school for over-age and under-credited youth – enter at an average age of 17.6 with 5 or fewer high school credits. Despite previous setbacks, students who attend BDEA at least half of the time, finish an average of 5 courses per year and graduate in 2.9 years.
Personalized Alternative Program Drives Graduation Gains in MA District
Holyoke Public Schools reduced dropouts and increased graduation from 62% in 2015 to 72% in 2019, with larger jumps for English Language Learners, students with disabilities and Latinx students. Gains were driven by a successful alternative program offering a variety of personalized programs including mastery and project-based learning options.
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