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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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.
Review of Studies Shows Internalized Identity Can Counteract Negative Bias
A synthesis of 25 studies on student motivation and identity beliefs found that having a more internalized sense of identity (relying less on others’ perceptions) has beneficial effects for Black and Latinx students. Benefits included counteracting the negative impact of stereotypes and biases from peers and other harmful school environments.
NH Students Report Impact of Career-connected Learning on Future Planning
One-third of the 8,500 New Hampshire 5-12 graders surveyed by NH Learning Initiative reported career-connected learning experiences informed their postsecondary plans. Those with community experiences – internships, apprenticeships or job shadows – were more likely to report an impact on future plans (57%, 54% and 51% respectively).
Personalized Learning Professional Development Increases Flexibility in Pacing
At schools receiving personalized learning professional development from KnowledgeWorks, 72-80% of educators and students reported moderate or strong evidence of pacing flexibility in a recent survey.
High School ELA Passing Rates Higher in AZ Personalized Learning Network
A study of the Arizona Personalized Learning Network found the rate of high school students passing state ELA tests after implementation of personalized learning was 8.8 percentage points higher than non-intervention comparison schools in 2022 and 4.1 percentage points higher in 2023. Results were statistically significant in 2022 only.
More Students Pass State Math Tests at Personalized AZ High Schools
A study of the Arizona Personalized Learning Network found a statistically significant difference in the rate of high school students passing state math tests in 2022 compared to similar schools without the intervention (9.1 percentage points higher). Passing rates fell in 2021 and 2023 for all schools but by a smaller amount at treatment schools.
Differentiated, Autonomous District Reform in Denver Shows Gains for All Students
A study of 20,000 Denver Public School students showed gains from 10 years of reform using a portfolio model of governance prioritizing differentiation and school-level autonomy. Students enrolled 2 years made gains in math and English equivalent to 6 months to 2 years of additional schooling. Those enrolled 5 years saw gains of 2 to 3 years.
Professional Development in Personalized Learning Increases Teacher Retention in OH
When surveyed in 2024, 63% of the 700 educators in an Ohio cohort receiving professional development from KnowledgeWorks reported that implementing personalized learning has made them want to continue working in their school, compared to just 44% in 2023.
Personalized Learning Increases Reports of Positive School Culture in OH
In 2024, the number of surveyed teachers from the Ohio Personalized Learning Network who reported a positive impact on overall school culture rose by 20% (51% in 2024 from 31% in 2023). 91% also reported they were encouraged to experiment with new instructional approaches, compared to 75% in 2023.
Low-income and Minority Students Get Biggest Benefit from Dual Enrollment
A recent review of national data showed four years after high school, low-income students who participated in dual enrollment (DE) had an advantage in bachelor’s degree completion compared to non-DE students (28% vs. 20%). Black DE students received bachelor’s degrees at a rate of 29% vs. 18% and Hispanic students at a rate of 25% vs. 19%.
HS Students in Dual Enrollment Are More Likely to Start College within One Year
A recent national study that followed students since 2015 showed 81% who took dual enrollment started college within one year of high school graduation, compared to national average of 70%. Fifty-one percent enrolled at four-year and 30% at community colleges. (Research does not distinguish if students self-selected or were previously excelling.)
