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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Surveys and interviews with educators during COVID-19 indicated smaller groups and flexibility in shaping learning environments around students’ needs led to stronger relationships. 57% could better support social and emotional well-being in small groups.
This study of four 8th-grade teachers shows an increase in student agency when assigned reading was replaced with student-selected, self-paced choices. Peer relationships and classroom culture change as students become more engaged readers.
A study of innovations during the COVID-19 pandemic documents the use of a flexible daily WIN (What I Need) block at a Massachusetts high school. Students can choose activities ranging from targeted academic supports to clubs.
A study of innovations during the COVID-19 pandemic documents “Teach-Back” Tuesdays at a Dallas school. By sharing videos of themselves teaching academic content, students bolster their agency while demonstrating learning.
In a large national survey, 80% of principals implementing schoolwide project-based learning feel it helps students meet academic standards. 90% report students can extend their learning from projects to other disciplines.
A study of innovations during the COVID-19 pandemic documents the move to a mastery-based math pathway across 2nd-5th grades. Students are responsible for charting and monitoring their own learning pathway to achieve mastery.
A study of innovations during the COVID-19 pandemic documents the development of inquiry-based projects in a Colorado district. Teachers participated at different levels based on comfort level and past experience but all saw increases in engagement and self-direction.
In national surveys, students report that technology helps them direct their own learning, with over half indicating tech helps them learn at their own pace and control their own learning process.
In national surveys, the number of teachers that view technology as a tool to personalize learning has increased quickly, with 62% reporting that tech allows them to better differentiate instruction in 2018 versus just 26% in 2014.
Feedback from over 11,000 teachers nationwide indicates 77% feel project-based learning would benefit their students. This high valuation is consistent across grade-levels taught as well as subjects, from science to history.
At Lindsay Unified School District, students scored higher on the Diagnostic Reading Assessments® (DRA), Scholastic Reading Inventory® (SRI), and California’s Smarter Balanced Assessment system (SBAC) after teachers received PD on project-based learning.