This growing library features data points that describe the impacts and outcomes of student-centered and competency-based approaches to teaching and learning. The data is sourced from research studies, evaluation reports and journal articles, as well as evidence collected directly by classroom, school, district and state leaders using student-centered and personalized learning approaches.
In a large survey, 97% of students who reported positive experiences with relevance, rigor, customization and high expectations also indicated they learned a lot in school. In comparison, of the students who did not have positive experiences in all four areas, only 58% reported high levels of learning.
A network of 16 NYC schools working to better support Black and Latino youth reported academic gains after working to solicit student input and foster a culture of belonging. In 2021-22, 62% of students in the network met their growth goals on either iReady or NWEA’s Map Growth assessment, compared with a 50% national average.
According to a nationally representative sample, most teachers believe social emotional learning improves learning. 83% of the educators surveyed by Education Week said they feel social-emotional-learning has a positive impact on academic outcomes.
In interviews, educators at several New England high schools implementing student-centered learning practices reported students were more engaged and focused on their work when learning felt relevant because they had a say in the choice of content and methods of learning.
Analysis of surveys focused on student experience showed most do not feel their learning is relevant. Of the over 20,000 students surveyed, only 31% reported feeling their learning is connected to the world outside of school, and only 29% said they were learning about topics of interest to them.
A study of Denver's reform strategy from 2008-2019, shows the move to a portfolio model of governance resulted in student gains. Before reforms, the district ranked in the bottom 5th percentile of Colorado districts on standardized state assessments in ELA and math. In 2019 performance rose to 60th and 63rd percentile in ELA and math, respectively.
In an Arkansas study, students taking Career and Technical Education courses in a specific career area saw a larger positive impact if they were also in a dual enrollment program. The impact of taking one more CTE course than the state average on future college enrollment went up by a factor of two for these students, from .4% to 1%.
A study of the impact of Denver's reform strategy, moving to a portfolio model of governance prioritizing school-level autonomy, showed improved graduation rates. Over 11 years, four-year graduation rates rose from 43% to 71%. Had reforms not occurred, predicted rates for 2019 were below 60%.
A broad array of learning communities surveyed over 20,000 students about their experiences and found most do not feel they have control over their education. Only 29% reported feeling they have a say in what happens to them at school and only 31% said they can choose how they do their work.
Results of a 2022 national survey of educators showed, though summative assessments increased from 2021, teachers are adopting a more balanced approach to assessment. 81% of surveyed teachers used formative assessments in 2022, a 5% increase from 2021, and 78% used benchmark/interim assessments, a 20% increase.
In a 2022 national survey of changing educator and parent views, 97% of administrators, 98% of teachers and 90% of parents felt relationships were the most critical social emotional component of student success.