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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In MA, Early College High Schools Result in Postsecondary Enrollment without Interruption
A recent analysis of Massachusetts data found 69% of students who graduated from state-designated early college high schools in 2019, 2020 and 2021 went on to postsecondary studies without interruption, compared to 54% of their matched peers state-wide.
Personalized Learning Districts in North Dakota Demonstrate Higher Graduation Rates
Graduation rates in 2022-23 were higher than the state average for two of personalized learning districts. Though not statistically significant, the graduation rate in Northern Cass was 92% and in Oakes was 94.9% percent, compared to the state rate of 83%.
North Dakota Personalized Districts Outperform State Averages
Students in three North Dakota personalized learning districts outperformed state scores in 2022-23. Though not statistically significant, proficiency was 54% in math and 53% in ELA (English/Language Arts) in Northern Cass, 48% in math and 53% in ELA in Oakes, and 41% in math and 45% in ELA in West Fargo; compared to state rates of 39% and 44%.
SEL Curriculum Use on the Rise
In a recent survey, 83% of a nationally representative sample of over 1,000 K-12 principals reported use of a social-emotional learning curriculum in the 2023-2024 school year, compared to 76% in 2021-2022 and 46% in 2017-2018.
Teacher Survey Links SEL with Interest in Learning and Positive School Climate
A nation-wide survey of almost 4,000 K-12 teachers showed a positive correlation between reports of social-emotional learning implementation and both student interest in learning and a positive school climate.
Supportive State Policies Lead to Higher Reports of Strong SEL Implementation
Analysis of state social-emotional learning (SEL) policies found a statistically significant positive correlation between the existence of supportive state policies and teachers reports of strong SEL implementation on a related survey.
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.