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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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.
Self-Directed Learning Increases Academic Achievement
A 2023 meta-analysis of studies investigating self-directed learning in higher education across multiple disciplines found a positive and significant correlation with higher academic achievement (p < .05).
Number of Self-Directed Learning Microschools Increasing
A landscape review indicates the number of innovative schools, microschools and other programs focused on self-directed learning (SDL) and learner agency has increased nationally since 2021. The breadth of examples shows SDL can be implemented in varied communities with a wide-range of students.
Self-directed Learning Is a Teachable Skill
A review of the literature indicates self-directed learning is not an innate trait but can be taught to students. Learners can follow a clear pathway to develop the skill: build a desire to learn, become a resourceful learner, take initiative and become persistent in one’s learning.
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.
Role of Motivation in Student Engagement Is Not Understood
In a recent survey, 1/2 of teachers and 1/3 leaders cited low motivation as the primary challenge to student engagement. However, only 16% of students agreed it was the most important factor. 86% of students reported personal satisfaction was highly motivating and 82% said they deeply love learning, indicating high intrinsic motivation.
Teachers Report Little Demonstration of Student Engagement Despite Agreement on Importance
Nine out of 10 teachers and leaders surveyed about engagement agreed it was "a critical metric to understanding overall achievement." However, only 1 out of 3 of teachers reported that students often asked reflective questions which they ranked as the highest indicator of engagement.
More Ways to Measure Subtle Indicators of Engagement Are Needed
In a survey, teachers ranked asking meaningful questions and contributing to discussions as the most important indicators of student engagement. Less visible indicators such as persisting through challenges, reflecting silently or exploring ideas independently were ranked low, showing a need for more ways to measure these types of engagement.
Feelings of Relevance Increase Engagement
All stakeholders in a recent survey agreed that students put in strong effort when lessons feel meaningful and relevant. Of the students, 97% agreed with this statement. Educators (superintendents-95%, principals-90%, teachers-86%) and parents (94%) also agreed.
Mastery-based Learning Creates More Student Ownership in WA
Surveys of the 47 Washington schools in the Mastery-Based Learning Collaborative showed a third of educators and half of leaders felt students are more engaged and take greater ownership of their learning. Examples included willingness to share opinions, connect with peers, use rubrics to understand expectations and stay engaged.
Review of Studies Shows Self-Efficacy Influences Engagement and Motivation
A synthesis of 32 studies that look at self-efficacy in relation to student motivation found the higher a student’s sense of self-efficacy, competence and expectations, the higher their motivation, engagement and persistence.