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.
An analysis of surveys from 12,000 Chicago ninth graders showed students who reported their school leaders and teachers were responsive to student voice had higher attendance rates. Students at schools ranked the most responsive missed 6.1% of school days compared to 7% at the least responsive.
Survey data for 12,000 Chicago ninth graders was analyzed to rank schools on teachers’ and leaders’ responsiveness to student concerns. In schools ranked in the top 10 percent for responsiveness, students had higher GPAs: an average of 2.85 compared to 2.65 in schools with the lowest rankings.
Using a collaborative teaching approach to personalize reading supports, New Hampshire elementary school teachers in a competency-based school found 86% of kindergartners were reading at grade-level at the end of they year, compared with 56% at the start.
By soliciting student input and following through on changes, even small ones, a Connecticut school is making student voice an integral part of their culture post-COVID. A survey of one ELA class showed that after the changes, 90% of students felt their voices were valued.
In a qualitative study of a new personalized learning charter school, teachers and students reported on the importance of building a culture of engagement and positive relationships to foster academic confidence.
Interviews with 50 teachers and additional focus groups showed a desire to build deeper relationships with students and families post-COVID by continuing strategies like student office hours, assigning all staff to connect with specific students, virtual messaging and virtual family meetings.
In a study of student-centered schools, those with higher-performance had technology systems that were better integrated to support learning with an average of 2.60 versus 1.83 functions including record keeping, planning, instruction and assessment.
Arizona Maricopa High School principal credits student-centered practices like real-word application and post-secondary planning for higher graduation rates of students with a CTE concentration: 91% compared to 71.9% for students in traditional courses and the 81% state average.
In feedback sessions, middle and high school teachers indicated they wished to continue COVID-related schedule changes in which students took only three courses at a time. They reported this change led to more depth of coverage and reduced workload for both students and teachers.
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.
A national survey of school districts in June 2021 indicated that 50% of urban, and 25% of all districts, planned to offer a virtual school option, an increase of nine times pre-pandemic offerings.
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.