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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Most DC Black Female Students Passing AP from One Student-centered Tech School
A study of a middle school project-based science curriculum showed on average students performed higher than a matched comparison group on state math assessments by 12 percentage points in Year 2 and 18 percentage points in Year 3 and on the ELA assessment by 8 percentage points in Year 2 and 10 in Year 3.
Student-Centered Approach in DC Serves Students Underrepresented in the Sciences
90% of the Black students who passed the 2019 Advanced Placement computer science exam in the entire city of Washington DC attended Washington Leadership Academy, a school using student-centered practices to support students traditionally underrepresented in the sciences (20 out of 22 students).
Community Connections in Oakland Prepare Students for Future
Students at Latitude High prepare for careers through real-world projects, career exploration and Extended Learning Opportunities in the Oakland Community. Despite disruptions from COVID, 44% completed outside internships in 2022. And 92% reported feeling prepared for the future on a XQ Institute survey of seniors.
Collaborative Project-based Learning Prepares Students for Future
A 2022 survey showed 97% of students felt prepared for the future after attending Iowa BIG, a program where students design community-based projects while also enrolled in their home school. 90% credited the collaboration skills gained there as a key reason.
Project-based Learning Supports Traditionally Underserved Students at IN STEM School
Black, Latino and low-income students at Purdue Polytechnic High Schools, a IN network committed to individualized project-based learning to increase students attending college in STEM fields, were more likely to pass state exams than their peers in the district. All these groups had passing rates 4 times others in Indianapolis Public Schools.
Project-based School in IN Outperforms District
Students at Purdue Polytechnic High Schools, a network in Indianapolis committed to individualized project-based learning to increase students attending college in STEM fields, performed better on state assessments than other district students. In 2021, 11th graders were four times as likely to pass both the math and ELA sections (34% vs. 8%).
Community Connections Bring High Graduation Rates in TN School
In 2022, Elizabethton High, a school in rural TN transforming through project-based learning and community-connections, had a 93% graduation rate, 10% higher than other high schools in their county. This included students from low-income families and students with disabilities.
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.