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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Flexible Scheduling Block Supports Student Choice and Differentiation
A study of innovations during the COVID-19 pandemic documents the use of a flexible daily WIN (What I Need) block at a Massachusetts high school. Students can choose activities ranging from targeted academic supports to clubs.
Showing Learning Through Video Bolsters Student Agency
A study of innovations during the COVID-19 pandemic documents “Teach-Back” Tuesdays at a Dallas school. By sharing videos of themselves teaching academic content, students bolster their agency while demonstrating learning.
Mastery-Based Approach in Math Supports Self-Direction
A study of innovations during the COVID-19 pandemic documents the move to a mastery-based math pathway across 2nd-5th grades. Students are responsible for charting and monitoring their own learning pathway to achieve mastery.
Students Report that Tech Increases Self-Directed Learning
In national surveys, students report that technology helps them direct their own learning, with over half indicating tech helps them learn at their own pace and control their own learning process.
Student Goal-Setting Shows Promising Evidence
This research brief examines the research base for goal-setting, including its role in self-efficacy and intrinsic motivation. It indicates promising evidence (as defined by the US Department of Education) of impact on academic outcomes and deeper learning.
Comprehensive Student Advising Shows Promising Evidence
This research brief examines the research base for comprehensive student advising, looking at the ways it fosters relationships, social capital and student agency. It concludes there is promising evidence of impact (as defined by the US Department of Education).
Help-Seeking Behaviors Increase with Student-Centered Teaching Practices
Teachers in focus groups reported that with the introduction of student-centered practices, students appeared to improve at seeking support. They noted these help-seeking behaviors were in alignment with the development of greater agency.
Socio-Economic Status Impacts Students’ Reports of Agency
Students with higher levels of socio-economic status reported higher levels of self-efficacy, perseverance of effort, mastery orientation, self-regulated learning, and future orientation relative to peers from lower socio-economic backgrounds.
Metacognitive Self-Regulation Grows with Student-Centered Practices
In four schools, the implementation of specific student-centered teacher practices led to a significant increase in metacognitive self-regulation throughout the school year. Other student-level measures of agency did not change significantly or decrease.
Project-Based Learning Supports Self-Direction
In a study investigating the student-level impacts of high quality project-based activities, 83% of students demonstrated proficient or above skills in self-direction. These skills included managing time and workflow.
Strong Relationships Foster Engagement
According to a City Year research report, AmeriCorps members leaning into the practice of building strong developmental relationships was critical for maintaining student engagement.
Project-based Learning Boosts Student Engagement
In the second year of study of a 6th-grade project-based science curriculum; students scored higher than a matched comparison group on pre- and post-assessments measuring engagement in science practices. Students using the curriculum also reported classroom assignments were more interesting, challenging, worthwhile and enjoyable.