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.
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.
NH Career-connected Learning Improves Career Awareness
Half of the 8,500 New Hampshire 5-12 graders surveyed by NH Learning Initiative reported career-connected learning (CCL) experiences like career fairs, job shadows, internships and volunteering have improved their career awareness. 42% of middle and 47% of high school students noted learning about a career previously unknown to them through CCL.
Review of Studies Shows Internalized Identity Can Counteract Negative Bias
A synthesis of 25 studies on student motivation and identity beliefs found that having a more internalized sense of identity (relying less on others’ perceptions) has beneficial effects for Black and Latinx students. Benefits included counteracting the negative impact of stereotypes and biases from peers and other harmful school environments.
NH Students Report Impact of Career-connected Learning on Future Planning
One-third of the 8,500 New Hampshire 5-12 graders surveyed by NH Learning Initiative reported career-connected learning experiences informed their postsecondary plans. Those with community experiences – internships, apprenticeships or job shadows – were more likely to report an impact on future plans (57%, 54% and 51% respectively).
Personalized Learning Professional Development Increases Flexibility in Pacing
At schools receiving personalized learning professional development from KnowledgeWorks, 72-80% of educators and students reported moderate or strong evidence of pacing flexibility in a recent survey.
High School ELA Passing Rates Higher in AZ Personalized Learning Network
A study of the Arizona Personalized Learning Network found the rate of high school students passing state ELA tests after implementation of personalized learning was 8.8 percentage points higher than non-intervention comparison schools in 2022 and 4.1 percentage points higher in 2023. Results were statistically significant in 2022 only.
More Students Pass State Math Tests at Personalized AZ High Schools
A study of the Arizona Personalized Learning Network found a statistically significant difference in the rate of high school students passing state math tests in 2022 compared to similar schools without the intervention (9.1 percentage points higher). Passing rates fell in 2021 and 2023 for all schools but by a smaller amount at treatment schools.
Differentiated, Autonomous District Reform in Denver Shows Gains for All Students
A study of 20,000 Denver Public School students showed gains from 10 years of reform using a portfolio model of governance prioritizing differentiation and school-level autonomy. Students enrolled 2 years made gains in math and English equivalent to 6 months to 2 years of additional schooling. Those enrolled 5 years saw gains of 2 to 3 years.
Low-income and Minority Students Get Biggest Benefit from Dual Enrollment
A recent review of national data showed four years after high school, low-income students who participated in dual enrollment (DE) had an advantage in bachelor’s degree completion compared to non-DE students (28% vs. 20%). Black DE students received bachelor’s degrees at a rate of 29% vs. 18% and Hispanic students at a rate of 25% vs. 19%.
Our Vision
A future of learning where students of all races and ethnicities, incomes and identities pursue the kinds of learning experiences that enable them to uncover their passions and thrive in an evolving world.