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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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.
Washington Educators Personalize Learning
An evaluation of Mastery-Based Learning Collaborative schools across Washington showed many educators are providing personalization even in early stages of implementation. 70% report students often, most of the time or always receive personalized supports. 48% indicated students often can choose different ways to learn the same material.
Washington Educators Support Mastery-based Learning
Interviews for an early evaluation of the Washington Mastery-Based Learning Collaborative revealed that while time was the most commonly listed hurdle to implementation, 96% of school leaders and 72% of educators still support future implementation at deeper levels.
Innovative Schools Hold Steady on Traditional Outcome Measures
A report analyzing 251 innovative schools’ approach to documentation of impact found that in states where comparison was possible, no negative effect on traditional measures such as state test performance. It also documented the high value these schools place on outcomes that are difficult to measure like deeper learning and sense of belonging.
Learning-by-Teaching Improves Learning Across Content Areas
A meta-analysis of learning-by-teaching, a student-centered strategy for learning content, found the creation of materials to teach peers improved learning outcomes. The positive effect of 0.17 was statistically significant and held across different educational levels and content areas.
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