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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Portfolio Model Spurs Enrollment in Indianapolis
While district enrollment decreased nationally, Indianapolis saw a 2% overall increase in 2020-21. This was fueled by a 42% increase in enrollment at Innovation Network Schools, which have more flexibility to provide personalized learning as part of the district’s portfolio strategy. During that time, enrollment in traditional schools dropped 15%
Fostering Student Voice Leads to Academic Growth
A network of 16 NYC schools working to better support Black and Latino youth reported academic gains after working to solicit student input and foster a culture of belonging. In 2021-22, 62% of students in the network met their growth goals on either iReady or NWEA’s Map Growth assessment, compared with a 50% national average.
Educators Link Social-Emotional Learning to Academic Outcomes
According to a nationally representative sample, most teachers believe social emotional learning improves learning. 83% of the educators surveyed by Education Week said they feel social-emotional-learning has a positive impact on academic outcomes.
Teachers Report Student Choice Boosts Engagement
In a national survey of 8,000 educators, 70% said students were both more engaged and retained information better during learning activities when the students chose the activities themselves based on interests.
Teacher Cooperation Leads to Reading Gains at NH Elementary
Using a collaborative teaching approach to personalize reading supports, New Hampshire elementary school teachers in a competency-based school found 86% of kindergartners were reading at grade-level at the end of they year, compared with 56% at the start.
Small Changes Honor Student Voices Post-Covid in Connecticut
By soliciting student input and following through on changes, even small ones, a Connecticut school is making student voice an integral part of their culture post-COVID. A survey of one ELA class showed that after the changes, 90% of students felt their voices were valued.
Real-World Learning Leads to Higher Graduation Rates
Arizona Maricopa High School principal credits student-centered practices like real-word application and post-secondary planning for higher graduation rates of students with a CTE concentration: 91% compared to 71.9% for students in traditional courses and the 81% state average.
Students with IEPs See Gains from Self-Paced Unit
Middle-grades English language arts students in a Texas classroom showed an average of 16% growth, from pre- to post-test, after a self-paced, mastery-based unit. Students with IEPs saw more gains, with an average of 59% pre and 94% post-test.
More Autonomy Increases Elementary Reading Scores in TN
After implementing personalized learning days and increasing student ownership, a fifth grade class in Tennessee saw reading gains along with personal growth. Students reading below grade level fell from 84% to 25% over the course of the year.
Performance-Based District Ranks Highest in ELA Assessment Growth
Compared to 63 similar districts, the performance-based Lindsay Unified School District in California ranked #1 in English Language Arts growth in the 2019 Smarter Balance Assessment Consortium achievement assessment.
Competency-Based District Sees Reading and Math Gains
In the performance-based Lindsay Unified School District in California, student growth in the Smarter Balance Assessment increased by 7% in English/Language Arts and 5% in math, exceeding county and state growth in 2019.
Competency-Based Approach Leads to Reading Achievement
In the performance-based Lindsay Unified School District, students rose from 33rd to 87th percentile on the state’s Smarter Balance Assessment Consortium English Language Arts achievement assessment in 2019.
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