Making the Case: Compelling Data

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.

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    Real-World and Career

    Personalized Public Charter in Indiana Boasts High Graduation Rates

    In 2022, the three campuses of Purdue Polytechnic, an individualized, project-based and career-oriented school in Indianapolis, Indiana, reported graduation rates of 83%, 86% and 100%, compared to rates closer to 79% in the rest of the district.

    Family and Community Engagement

    Parents Want More Flexible Learning Post-Pandemic

    In a survey of 6,000 parents about post-pandemic teaching and learning, 40% wanted their children learning at multiple sites, compared to 37% who preferred learning in a traditional classroom exclusively.

    Family and Community Engagement

    Parents Look For Small Learning Environments Post-COVID-19 Pandemic

    In a survey of 6,000 parents about post-pandemic teaching and learning, 59% wanted their kids learning in groups of 10 or fewer, compared to only 20% who preferred traditional large group instruction.

    Whole Child and Relationship Building

    Innovative Schools Integrate Social-Emotional Learning

    According to a survey of over 250 schools known for innovative approaches, almost 75% are prioritizing relationships and wellness. Sixty-one percent reported the use of advisories, just under 50% offer one-to-one mentoring and approximately 70% offer mental health services.

    Family and Community Engagement

    Parental Interest in Student-Centered Environments Increases Post-Pandemic

    In a large 2022 survey, 33% of parents reported the COVID-19 pandemic increased interest in a fluid daily schedule driven by student needs, 34% in virtual learning and 43% in small learning groups. Surveyors concluded this reflects concerns over academic quality in traditional schools, a driving force in decreased public K-12 enrollment.

    Policy and Advocacy

    Portfolio Model Spurs Enrollment in Indianapolis

    While district enrollment decreased nationally, Indianapolis saw a 2% overall increase in 2020-21. This was fueled by a 42% increase in enrollment at Innovation Network Schools, which have more flexibility to provide personalized learning as part of the district’s portfolio strategy. During that time, enrollment in traditional schools dropped 15%

    Real-World and Career

    Dual Enrollment Increases Nationally

    A national data report showed dual enrollment in community colleges has increased by 11.5% from Fall 2021 to Fall 2022. Overall enrollment has only declined by .4%, due to the increase in dual enrollment.

    Student Agency and Voice

    Relevance with Rigor Boosts Learning

    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.

    Student Agency and Voice

    Fostering Student Voice Leads to Academic Growth

    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.

    Whole Child and Relationship Building

    Educators Link Social-Emotional Learning to Academic Outcomes

    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.

    Student Agency and Voice

    Relevance Increases Engagement and Focus in New England Schools

    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.

    Student Agency and Voice

    Most Students Do Not Feel Their Learning is Relevant

    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.

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