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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Growing Number of States Require Potrait of Graduate
A review of policies that support comprehensive-based education found 18 states and D.C. have a state-level, or require a local-level, Portrait of a Graduate (PoG) or similar visioning document. Nine have graduation requirements informed by this PoG.
Majority of States Allow Flexibility to Encourage Competency-based Education
A policy review showed 46 states and D.C. offer exemptions or waivers to allow schools and/or districts flexibility in meeting statutes and regulations in order to facilitate innovative competency-based education approaches.
Grouping by Level Not Age Contributes to Reading Success in Ohio
In Steubenville, a high-poverty Ohio district, 95-97% of 3rd graders have scored proficient on state reading tests since 2016, 30% higher than the state averages. During daily reading blocks, all elementary students are grouped based on level, regardless of age or grade.
Grouping by Level Contributes to Reading Success Across Subgroups in Ohio
In Steubenville, Ohio, where all elementary students are grouped for reading instruction by level not age or grade, 100% of Black students, 99% of low-income students and 92% of students with disabilities scored proficient in state tests of third grade reading in 2024.
Mastery-based Learning Creates More Student Ownership in WA
Surveys of the 47 Washington schools in the Mastery-Based Learning Collaborative showed a third of educators and half of leaders felt students are more engaged and take greater ownership of their learning. Examples included willingness to share opinions, connect with peers, use rubrics to understand expectations and stay engaged.
Mastery-based Initiative Strengthens School Climate in WA
About half of educators from the Mastery-Based Learning Collaborative agreed their school has become more culturally responsive, welcoming, affirming and emotionally and physically safe in a survey after three years participating in the Washington state demonstration project.
Mastery-based Approach Leads to More Authentic Learning and Assessment in WA
In a survey of 47 schools in year three of the Mastery-Based Learning Collaborative in Washington, just under half of educators and two thirds of leaders agreed learning and assessment had become more engaging, authentic and culturally responsive due to the shift toward mastery-based learning and culturally relevant and sustaining education.
Review of Studies Shows Postive Peer Connection Improves Motivation
A synthesis of 16 studies showed that positive peer connections and support, especially from similar-identity peers, create a sense of belonging, motivation and engagement. Alternatively, incidents of peer bias were associated with decreases in these outcomes.
Review of Studies Shows Teacher Bias Impacts Student Engagement and Academics
In a literature review of over 100 sources on student motivation, multiple studies found that when students experience racial discrimination and micro aggressions from teachers, their curiosity, engagement and sense of belonging decrease. As a result, student motivation and academic performance also decrease over time.
Review of Studies Finds Inclusive School Environment Encourages Student Motivation
A review of 69 studies looking at the impact of school environment on student motivation found that inclusive school policies that prioritize student well-being, accommodate diverse learning needs and affirm student identities increase motivation and engagement. Inversely, policies that marginalize students are associated with decreased engagement.
Review of Studies Shows Self-Efficacy Influences Engagement and Motivation
A synthesis of 32 studies that look at self-efficacy in relation to student motivation found the higher a student’s sense of self-efficacy, competence and expectations, the higher their motivation, engagement and persistence.
NH Career-connected Learning Improves Career Awareness
Half of the 8,500 New Hampshire 5-12 graders surveyed by NH Learning Initiative reported career-connected learning (CCL) experiences like career fairs, job shadows, internships and volunteering have improved their career awareness. 42% of middle and 47% of high school students noted learning about a career previously unknown to them through CCL.