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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Comprehensive Student Advising Shows Promising Evidence
This research brief examines the research base for comprehensive student advising, looking at the ways it fosters relationships, social capital and student agency. It concludes there is promising evidence of impact (as defined by the US Department of Education).
Help-Seeking Behaviors Increase with Student-Centered Teaching Practices
Teachers in focus groups reported that with the introduction of student-centered practices, students appeared to improve at seeking support. They noted these help-seeking behaviors were in alignment with the development of greater agency.
Socio-Economic Status Impacts Students’ Reports of Agency
Students with higher levels of socio-economic status reported higher levels of self-efficacy, perseverance of effort, mastery orientation, self-regulated learning, and future orientation relative to peers from lower socio-economic backgrounds.
Metacognitive Self-Regulation Grows with Student-Centered Practices
In four schools, the implementation of specific student-centered teacher practices led to a significant increase in metacognitive self-regulation throughout the school year. Other student-level measures of agency did not change significantly or decrease.
Station Rotation Models Improve Access to Student Data
In 4-8th grade classrooms at five sites, teachers who used station rotation reported more availability of data to drive decision-making and higher levels of differentiated instruction when compared to non-station rotation teachers at the same sites.
Project-Based Learning Improves Collaboration
In a study investigating the student-level impacts of high quality project-based activities, teacher evaluation determined that 71% of students demonstrated proficient or above in collaboration skills.
Project-Based Learning Supports Self-Direction
In a study investigating the student-level impacts of high quality project-based activities, 83% of students demonstrated proficient or above skills in self-direction. These skills included managing time and workflow.
Project-Based Learning Increases Knowledge Transference
In a study investigating the student-level impacts of high quality project-based activities 62% of students performed proficient or higher on a performance assessment requiring them to transfer knowledge to a new situation.
Matching Lessons By Performance Level Produces Larger Gains
In comparing students’ content gaps to MAP gains, schools with a smaller content gap — those where math lessons better matched students’ actual performance levels (as opposed to their grade-levels) tended to see greater gains.
Accountability Systems Focused on Growth Promote Academic Performance
Performance in schools with accountability systems that focused on state grade-level proficiency grew 7 percentile points, while those that operated under accountability systems that rewarded student growth (and prioritized individual student needs) grew 38 percentile points.
Relationships Build Foundation for Successful Personalization
According to research report findings from City Year, prioritizing trust and strong relationships is the foundation for successful personalization.
Strong Relationships Foster Engagement
According to a City Year research report, AmeriCorps members leaning into the practice of building strong developmental relationships was critical for maintaining student engagement.