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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    Student Agency and Voice

    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.

    Curriculum and Instruction

    Personalized Learning Bolsters Academic Confidence

    In a qualitative study of a new personalized learning charter school, teachers and students reported on the importance of building a culture of engagement and positive relationships to foster academic confidence.

    Social-Emotional Learning

    Teachers Emphasize Relationships After Pandemic Schooling

    Interviews with 50 teachers and additional focus groups showed a desire to build deeper relationships with students and families post-COVID by continuing strategies like student office hours, assigning all staff to connect with specific students, virtual messaging and virtual family meetings.

    Flexible Learning

    Integrated Technology Systems One Factor in Success of Personalized Learning

    In a study of student-centered schools, those with higher-performance had technology systems that were better integrated to support learning with an average of 2.60 versus 1.83 functions including record keeping, planning, instruction and assessment.

    Career and Technical Education

    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.

    Curriculum and Instruction

    Post-COVID, Teachers Value Schedule that Supports Deeper Learning

    In feedback sessions, middle and high school teachers indicated they wished to continue COVID-related schedule changes in which students took only three courses at a time. They reported this change led to more depth of coverage and reduced workload for both students and teachers.

    Curriculum and Instruction

    Student Choice Increases Engagement and Ownership

    During interviews at a new personalized learning charter school, both teachers and students noted that student choice led to increased engagement and ownership over learning.

    Flexible Learning

    Virtual Schools Here to Stay

    A national survey of school districts in June 2021 indicated that 50% of urban, and 25% of all districts, planned to offer a virtual school option, an increase of nine times pre-pandemic offerings.

    Diversity, Equity and Inclusion

    Teachers Concerned Curriculum Not Culturally Relevant

    In a national survey of teachers during the COVID pandemic, only 35% of teachers felt their curriculum was culturally relevant for the population they teach. Only 41% felt it was accessible, appropriate and engaging for all students.

    Flexible Learning

    Access to Technology in Elementary Grades Triples

    A survey of 300 superintendents revealed the number of districts offering one-to-one initiatives in the elementary grades tripled, from 24% pre-pandemic to 71% in summer 2021. Initiatives in grades 6 to 12 rose to 83%.

    Flexible Learning

    Schools Foster Increased Agency During COVID

    Interviews with students K-12 about virtual and hybrid school experiences during the COVID-19 pandemic revealed an increase in self-directed learning. A stronger sense of autonomy and responsibility was a common theme in the interview analysis.

    Impact and Academic Outcomes

    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.