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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Peer and Self-Assessment Boosts Learning
This meta-analysis of 175 independent studies involving 19,383 participants found that self-assessment (SA) and/or peer-assessment (PA) interventions had a significant positive overall effect on academic performance, as measured by grades and test-scores. There was no significant difference in effect between SA and PA.
Creating Audio-Visual Materials for Peers Bolsters Learning
A meta-analysis of 62 comparisons from 23 articles concluded that creating teaching materials for peers has a positive effect on student learning, compared to alternative or no interventions. This effect was largest when students created audio-visual versus text-based materials.
NC Students from Early College High School Earn More Associate Degrees
An experimental study analyzing data from 4,000 North Carolina students showed those randomly selected to attend early college high schools were three times more likely to earn an associate degree than those who did not attend (32.8% versus 11%). Higher numbers earning associate degrees did not decrease bachelor's degree attainment.
Early College High Schools Lead to Higher Postsecondary Attainment
A 14-year, experimental study found North Carolina students who attended early college high schools were more likely to have earned some kind of postsecondary credential after six years than those not in early college. 44.3% earned degrees, compared to 33.0% of the control group.
Early College High Schools Benefit Economically Disadvantaged Students
An experimental study in North Carolina found the impact of attending an early college high school was higher for economically disadvantaged students. While all students who attended early college high schools were 3.9 percentage points more likely to have obtained a bachelor's degree, economically disadvantaged students were 4.5 percentage points
Partnership in Meaningful Research Bolsters Student Agency
A Vermont high school teacher’s dissertation showed students exhibited higher levels of agency after participation in a Youth Action Research Project. They reported they felt heard, effectively represented other students and contributed to meaningful change. They could describe the impact of growing adult-student partnerships on their agency.
Teachers Rank Relationships Biggest Lever for Student Engagement
In a nationally representative survey, fourth to twelfth grade teachers ranked relationship-building as the most effective way to build student engagement. Seventy-eight percent of the 400 people surveyed selected it as a “highly effective” strategy.
Teachers See Self-Direction as Key to Student Engagement
In a recent poll of fourth to twelfth grade teachers across the country, a lack of skills to self-direct the learning process was ranked second of all the reasons students may not be engaged, with 63% of teachers selecting it.
Teachers Say Relevance is Key to Student Engagement
Surveyed teachers ranked several student-centered strategies among the top five ways to improve student engagement. Strategies marked "highly effective" included: connecting learning to real-world skills (72%); leveraging students’ personal interests and passions within learning (65%); and incorporating active, hands-on learning experiences (64%)
Parents Want More Flexible Learning Post-Pandemic
In a survey of 6,000 parents about post-pandemic teaching and learning, 40% wanted their children learning at multiple sites, compared to 37% who preferred learning in a traditional classroom exclusively.
Parents Look For Small Learning Environments Post-COVID-19 Pandemic
In a survey of 6,000 parents about post-pandemic teaching and learning, 59% wanted their kids learning in groups of 10 or fewer, compared to only 20% who preferred traditional large group instruction.
Parental Interest in Student-Centered Environments Increases Post-Pandemic
In a large 2022 survey, 33% of parents reported the COVID-19 pandemic increased interest in a fluid daily schedule driven by student needs, 34% in virtual learning and 43% in small learning groups. Surveyors concluded this reflects concerns over academic quality in traditional schools, a driving force in decreased public K-12 enrollment.