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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Review of Studies Shows Postive Peer Connection Improves Motivation
A synthesis of 16 studies showed that positive peer connections and support, especially from similar-identity peers, create a sense of belonging, motivation and engagement. Alternatively, incidents of peer bias were associated with decreases in these outcomes.
Review of Studies Shows Teacher Bias Impacts Student Engagement and Academics
In a literature review of over 100 sources on student motivation, multiple studies found that when students experience racial discrimination and micro aggressions from teachers, their curiosity, engagement and sense of belonging decrease. As a result, student motivation and academic performance also decrease over time.
Review of Studies Finds Inclusive School Environment Encourages Student Motivation
A review of 69 studies looking at the impact of school environment on student motivation found that inclusive school policies that prioritize student well-being, accommodate diverse learning needs and affirm student identities increase motivation and engagement. Inversely, policies that marginalize students are associated with decreased engagement.
Professional Development in Personalized Learning Increases Teacher Retention in OH
When surveyed in 2024, 63% of the 700 educators in an Ohio cohort receiving professional development from KnowledgeWorks reported that implementing personalized learning has made them want to continue working in their school, compared to just 44% in 2023.
Personalized Learning Increases Reports of Positive School Culture in OH
In 2024, the number of surveyed teachers from the Ohio Personalized Learning Network who reported a positive impact on overall school culture rose by 20% (51% in 2024 from 31% in 2023). 91% also reported they were encouraged to experiment with new instructional approaches, compared to 75% in 2023.
Empowering Students and Teachers in St. Louis Sparks Academic Progress
With St. Louis Public Schools and Washington University, two struggling elementary schools have turned around by focusing on student voice and teacher empowerment. MAP Math scores have increased 2.5-fold and science 5-fold. Scores rose in three years from 10% meeting basic standards to 27% meeting math and 47% meeting science standards in 2022.
Research Partnerships Finds Trust Biggest Lever for Change
Through a research practice partnership, the Arcadia Unified School District in California found trust and relationship-building were the biggest levers for systems change. Improving students’ trust in educators led to a 15% increase in student perception of all other aspects of the school experience, such as belonging and voice and choice.
California Schools Build Systems Change Through Trust
After identifying trust as a key lever for systems change, diverse stakeholders at Arcadia Unified School District worked to build it by creating a shared vision and co-designing solutions. On surveys, administrators reported trust in each other, teachers and parents all increased a statistically significant amount from 2019 to 2020.
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
Individualized Professional Development Sparks Change
Upstream Collaborative is a network of alternative schools in CA and WA working with Big Picture Learning on shifting to a personalized, interest-based approach. In a 2020 qualitative study, all coaches reported listening was key to offer unique advice and build relationships and modeling through individualized PD increased the pace of change.
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.
District Leaders Rate Social-Emotional as Important as Academic Skills
In a national survey of school counselors and district staff, 72.5 percent of district leaders indicated that building students’ social-emotional skills is as important as academic knowledge. Counselors have a critical role in delivering social-emotional learning.
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