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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Project-based Learning Builds Creativity and Entrepreneurship Competency
A qualitative study of a maker program in Hong Kong focused on real-world problem solving found the school's approach led to increases in 4 dimensions of creativity (novelty, utility, aesthetics and authenticity) and 3 areas of entrepreneurship (ideas and opportunities, resources and action).
Self-efficacy Impacts Performance
In a study of 400 German high school students, learners’ expectations of self-efficacy (belief in their ability to succeed), positively predicted their drawing quality and performance in solving real-world geometry problems.
Personalized Math Program Builds Skills
In a randomized control study of a supplemental mastery-based personalized math learning program, kindergarten students from 20 California classrooms, in which 100% of students qualified for free and reduced lunch, outperformed the control group on the Test of Early Mathematics Ability by 5.71 percentage points after using the program for 5 hours.
Personalized Learning Boosts Scores on State Tests
A 4-year longitudinal study of a pre-K - 8 California school implementing a strengths-based blended personalized learning model showed a significant positive impact on all Math, Reading and Language Use on NWEA MAP tests. On average, treatment students outperformed the control group by about 1.22 - 1.96 points on the MAP scale.
Students Report Better Self-Regulate When Teachers Use Formative Assessment
Students in 3rd-12th grades whose teachers participated in formative assessment training reported higher use of self-regulated learning strategies on surveys in 3 Arizona districts. There was also a small but statistically significant association between more frequent use of formative assessment practices and more use of self-regulated learning str
Teachers Not Using Most Impactful Assessment Strategies
Based on a survey study of 3 Arizona districts, the formative assessment practices that were most strongly associated with reported positive self-regulation by students – self-assessment and peer feedback – were among the assessments teachers used least.
12% Rise in Postsecondary Enrollment After Personalized, Competency-based Learning Implemented
Following full-scale implementation of a proficiency-based system in 2011, a Maine high school's postsecondary enrollment increased to 71% by 2018, up from an average rate of 59% over the 10 years prior to the district’s shift to personalized, competency-based learning.
Least Advantaged Students Benefit Most from Social-Emotional Learning
A large study of Chicago Public Schools data showed attending an effective high school (focused on social-emotional learning and behavior, in addition to academics) had the largest impact on the least academically advantaged students. College-going increased by 19% for those least advantaged, compared to a 2% increase for the most advantaged.
SEL Increases Graduation Rates for Least Advantaged
A study of Chicago student data indicated attending an effective high school (focused on social-emotional learning and behavior, in addition to academics) had a bigger impact on the least academically advantaged students the most. High school graduation rates increased by 9% for those least advantaged, compared to a .6% increase for the most advant
Schools Featuring Social-Emotional Learning and Academics Boast Better Outcomes
A study of 150 Chicago Public Schools' students showed a statistically significant impact of attending a high school which emphasized social and emotional learning in addition to increasing test scores. Attending an effective high school increased the likelihood of high school graduation by 2.4 and college-going by 2.57 percentage points.
Washington Teachers Feel Culturally Responsive Practices Improve Equity
75% of Washington's Mastery-Based Learning Collaborative educators surveyed believe that implementing culturally responsive-sustaining education would improve their school’s ability to achieve equitable outcomes for students from historically marginalized yet resilient groups. 75% also thought it would improve school culture and climate.
Washington Educators See Mastery-based Learning as Key to Equity
In evaluating Washington's Mastery-Based Learning (MBL) Collaborative, 67% of educators believe that implementing MBL deeply would improve their school’s ability to achieve equitable outcomes for students from historically marginalized yet resilient groups. 63% also agreed that MBL would improve school culture and climate.
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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.