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%
Dual Enrollment Increases Nationally
A national data report showed dual enrollment in community colleges has increased by 11.5% from Fall 2021 to Fall 2022. Overall enrollment has only declined by .4%, due to the increase in dual enrollment.
Relevance with Rigor Boosts Learning
In a large survey, 97% of students who reported positive experiences with relevance, rigor, customization and high expectations also indicated they learned a lot in school. In comparison, of the students who did not have positive experiences in all four areas, only 58% reported high levels of learning.
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.
Relevance Increases Engagement and Focus in New England Schools
In interviews, educators at several New England high schools implementing student-centered learning practices reported students were more engaged and focused on their work when learning felt relevant because they had a say in the choice of content and methods of learning.
Most Students Do Not Feel Their Learning is Relevant
Analysis of surveys focused on student experience showed most do not feel their learning is relevant. Of the over 20,000 students surveyed, only 31% reported feeling their learning is connected to the world outside of school, and only 29% said they were learning about topics of interest to them.
Denver Policy Reform Leads to Academic Gains
A study of Denver's reform strategy from 2008-2019, shows the move to a portfolio model of governance resulted in student gains. Before reforms, the district ranked in the bottom 5th percentile of Colorado districts on standardized state assessments in ELA and math. In 2019 performance rose to 60th and 63rd percentile in ELA and math, respectively.
Dual Enrollment Increases College Attendance for CTE
In an Arkansas study, students taking Career and Technical Education courses in a specific career area saw a larger positive impact if they were also in a dual enrollment program. The impact of taking one more CTE course than the state average on future college enrollment went up by a factor of two for these students, from .4% to 1%.
Denver Policy Reform Results in Higher Graduation
A study of the impact of Denver's reform strategy, moving to a portfolio model of governance prioritizing school-level autonomy, showed improved graduation rates. Over 11 years, four-year graduation rates rose from 43% to 71%. Had reforms not occurred, predicted rates for 2019 were below 60%.
Most Students Feel Little Control Over Their Learning
A broad array of learning communities surveyed over 20,000 students about their experiences and found most do not feel they have control over their education. Only 29% reported feeling they have a say in what happens to them at school and only 31% said they can choose how they do their work.
Educators Report More Use of Formative Assessments
Results of a 2022 national survey of educators showed, though summative assessments increased from 2021, teachers are adopting a more balanced approach to assessment. 81% of surveyed teachers used formative assessments in 2022, a 5% increase from 2021, and 78% used benchmark/interim assessments, a 20% increase.
