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.
Submit data from your research study, district or school. Contact us.
In response to various types of resistance by adults, students tried a range of strategies: seeking assistance, perseverance and ownership, speaking truth to power and peer mentoring.
Students who learned the skills of sociopolitical efficacy and critical reflection were more likely to take sociopolitical action. These findings suggest providing classroom-based leadership opportunities if we seek to foster youth’s engagement in sociopolitical action.
Implementing the student-centered instruction and assessment strategies of lesson study practices led to Latinx and Black students, both male and female, reporting an increase in feeling comfortable sharing their ideas in math class.
Implementing the student-centered instruction and assessment strategies of lesson study practices led to significant and positive shifts in Black students’ perceptions of themselves as “math people.”
After teachers engaged in empathy interviews and guided lesson study practices as part of the networked improvement community study of student-centered instruction and assessment strategies, Black and Latinx students were more likely to believe they could succeed in math class.
Over the course of the networked improvement community study of student-centered instruction and assessment strategies, Latinx students, both male and female, made significant improvements in math proficiency.
Students in Project Mastery classrooms had higher attendance rates and promotion rates to the next grade.
Several student learning capacities (e.g., intrinsic motivation, utility of math/ELA; locus of control, self-management and preparation for courses) were perceived by educators as positively impacted by increased clarity of learning targets in a competency-based system.
Researchers discovered a positive relationship between the degree of exposure to competency-based education practices (e.g., minimum, low-medium, and medium) and self-reported student engagement.
Some competency-based education practices (e.g., clarity around academic expectations and proficiency-based standards) were perceived as increasing student engagement and motivation.
Some competency-based education practices (e.g., clarity and required attainment of learning targets; use of multiple assessment types) were perceived as increasing students’ intrinsic motivation.
Students who started in the bottom quartile from Next Generation Learning Challenge schools demonstrated greater gains than students in a matched comparison group on the NWEA MAP English Language Arts and Math interim assessments after two years.