As the number of schools, districts and states committed to student-centered, personalized learning practices grows, so does the evidence base. On this page, you’ll find an evolving library of data points that describe the impacts of student-centered and competency-based approaches on student learning and other key outcomes.
The findings are searchable and are sourced from research studies, external evaluations and evidence collected directly by schools, districts and states using student-centered and personalized learning approaches.
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During interviews at a new personalized learning charter school, both teachers and students noted that student choice led to increased engagement and ownership over learning.
In a national survey of teachers during the COVID pandemic, only 35% of teachers felt their curriculum was culturally relevant for the population they teach. Only 41% felt it was accessible, appropriate and engaging for all students.
A survey of 300 superintendents revealed the number of districts offering one-to-one initiatives in the elementary grades tripled, from 24% pre-pandemic to 71% in summer 2021. Initiatives in grades 6 to 12 rose to 83%.
Interviews with students K-12 about virtual and hybrid school experiences during the COVID-19 pandemic revealed an increase in self-directed learning. A stronger sense of autonomy and responsibility was a common theme in the interview analysis.
Middle-grades English language arts students in a Texas classroom showed an average of 16% growth, from pre- to post-test, after a self-paced, mastery-based unit. Students with IEPs saw more gains, with an average of 59% pre and 94% post-test.
A district study showed a significant number of students in each grade met local learning goals one or two of four content areas after their teachers participated in project-based learning training, compared to peers whose teachers did not.
After implementing personalized learning days and increasing student ownership, a fifth grade class in Tennessee saw reading gains along with personal growth. Students reading below grade level fell from 84% to 25% over the course of the year.
A study of Chicago students showed the most vulnerable students benefit the most from attending schools that focus both on academics and social-emotional learning. SEL increases graduation rates for high and low-income students, with low-income students seeing the biggest impact.
In a national survey of school counselors and district staff, 72.5 percent of district leaders indicated that building students’ social-emotional skills is as important as academic knowledge. Counselors have a critical role in delivering social-emotional learning.