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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Experiences that Build Empathy Increase Community Buy-In
A study of Allen County, KY’s reform efforts found empathy was a key factor in the generation of positive feelings of trust, satisfaction and ownership of district reforms in community members. 89% who described experiences connecting “heart to heart” reported increased trust, compared to 50% connecting “head to head.”
Inclusive Design Process Increases Community Support
A study of inclusive design process in Allen County, KY found engaging stakeholders in co-creation and decision-making led to positive effects on community-facing outcomes. Data showed an 89% positive impact for participants recounting stories of “empowerment” compared to just 64% for those who reported being “informed” or “included.”
Visible Learning Creates Community Support for Reform
A study of the accountability reforms in Allen County, KY found efforts to include community members in early conversations establishing graduation competencies and subsequent project-based learning and performance assessments made shifts in teaching and learning visible, improving community buy-in and contributing to scalability district-wide.
4 Drivers of Change in WA
An evaluation of the second year of a Washington school network piloting mastery‑based and culturally affirming learning identified four consistent drivers of success: 1) professional learning and coaching, 2) scheduled time for the work, 3) a staff culture open to learning and change and 4) supportive school leadership.
Mastery-based Learning Correlates with Greater Student/Teacher Relationships in WA
After four years in a Washington network piloting mastery based and culturally affirming learning, students in high-implementation schools reported stronger relationships with teachers than peers in low-implementation schools, by 0.59 standard deviations. This pattern also held for students of color, with positive and significant differences.
Mastery-based Learning Correlates with Higher Engagement in WA
A fourth-year evaluation of a Washington network piloting mastery based and culturally affirming learning found that students in high-implementation schools reported higher cognitive engagement than peers in low-implementation schools, by 0.23 standard deviations, even after accounting for other school and student characteristics.
Educators Perceive Higher Student Engagement from Mastery-based Learning
After four years of participation in a Washington school network piloting mastery‑based and culturally responsive education, 77% of administrators and 47% of teachers reported learning and assessment became more engaging as a result of the school’s commitment to these practices.
Public Opinion Supports Personalized Learning
In a public opinion study, respondents ranked students should “receive the unique support that they need” 5th, “choose courses based on their individual interests” 9th and be given “the time they need to learn at their own pace” as 13th-highest priorities in k-12 education.
4 Policy Types Enable Learning Ecosystems
A study of policy conditions in 8 learning ecosystems found policies in 4 key categories supported a shift to personalized, learner-centered environments rooted in the community. Enabling policies opened jurisdictional boundaries, expanded flexible modalities, rethought educator certification and/or granted credit for learning wherever it happens.
Most States Allow Credit Accumulation Based on Competency
A review of education policies nation-wide found 45 states and D.C. allow learners to accumulate credits and progress towards graduation through some type of demonstration of competency.
States Support Spread of Competency-based Education
A review of supportive policies showed 12 states have a competency-based education (CBE) pilot program or network and eight provide funding opportunities like grants to encourage the spread of CBE.
Growing Number of States Require Potrait of Graduate
A review of policies that support comprehensive-based education found 18 states and D.C. have a state-level, or require a local-level, Portrait of a Graduate (PoG) or similar visioning document. Nine have graduation requirements informed by this PoG.