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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SEL Interventions Produce Gains in School Climate, Civic Behavior, Relationships
A meta-analysis of 250 recent randomized control or quasi-experimental studies of K-12 Social Emotional Learning (SEL) interventions found a statistically significant positive intervention effect on SEL outcomes, compared to a control. Largest gains were seen in school climate (g=0.301), civic behavior (g=0.255) and peer relationships (g=0.231).
SEL Interventions Produce Small Positive Effect on Academics, School Functioning
A meta-analysis of 250 recent randomized or quasi-experimental studies of Social Emotional Learning (SEL) interventions in K-12 found significant positive, though small, effect on academics (g=0.111), as well as overall school functioning (g=0.131) which also included study skills, attendance and on-task behavior for participating students.
Meta-analysis Shows SEL Interventions Improve School Climate, Safety
A meta-analysis of over 250 recent randomized control or quasi-experimental studies of Social Emotional Learning (SEL) interventions found the largest positive effect on school climate and safety (g=0.301). This is equivalent to a 12.5 percentile positive increase in climate perception as compared to the control group without the intervention.
Students Report Learner-centered Design Principles Foster 21st-century Skills
A design-based research study of 1,000 learner reflections from 75 online higher education courses found students credited learner-centered design principles including student choice, relevance and creativity with the development of 21st-century skills, especially oral and written communication and critical thinking.
California Students in Career Pathway Less Likely to Drop Out
An evaluation showed students who attended California high schools with linked learning career pathways were 2.1 percentage points less likely to drop out than peers at traditional schools. Students with low achievement prior to starting linked learning saw a larger impact, with students 4.5 percentage points less likely to drop out.
California Students in Career Pathways More Likely to Graduate
Compared to students at traditional California high schools, an evaluation showed students attending schools featuring Linked Learning career pathways were 3.1 percentage points more likely to graduate. Students with low achievement prior to starting linked learning saw a larger impact with 7.6 percentage points more likely to graduate.
Learning Rate Based on Exposure, Not Ability Level
An analysis of 27 sets of student learning data showed learning rate is based on previous exposure and opportunities, not on ability level. This finding shows the potential to personalize students’ learning experience based on previous background knowledge, thus providing the favorable learning conditions each student needs to be successful.
California Students in Career Pathways Earn More Credits
In an evaluation of California schools featuring Linked Learning career pathways, students accumulated 8.9 credits more than peers at traditional California schools. Those with low achievement before entering a linked learning high school earned 15.5 credits more than students at traditional schools.
Career Pathways Boost Post-Secondary Enrollment in California
In an evaluation, students at California Linked Learning career high schools who began with low levels of academic preparation were 5.7 percentage points more likely to enroll in college right after high school and 4.1 percentage points more likely to enroll in a 4- rather than a 2-year college, compared to peers at traditional schools.
Programs Creating More Equitable Access to Dual Enrollment in CA
An analysis of CA students' dual enrollment in 2020-21 showed more equitable participation across ethnic groups in 9th grade. The disparity between Asian and Black student participation was 14% in 12th grade and only 4% in 9th. This is attributed to more formal opportunities like early college high schools and College and Career Access Pathways.
Personalized Learning Boosts Teacher Confidence in Meeting SEL needs
In a 2022 survey of 1,000 teachers, those who reported using all the personalized learning strategies on the survey were much more confident meeting students’ social-emotional needs. Of those reporting high use of personalization 64% felt "high confidence" in their ability, compared to only 39% of the teachers with low implementation.
Using Blended Learning Practices Correlated with Higher Personalization
In a survey of 1,000 teachers post pandemic, those who used blended learning were more likely to implement personalized learning strategies. For example, 56% of surveyed teachers who used blended learning also adopted flexible pacing, while only 32% of those not using blended learning did so.
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.