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.
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.
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.
A district study showed a significant number of students in each grade met local learning goals one or two of four content areas after their teachers participated in project-based learning training, compared to peers whose teachers did not.
After implementing personalized learning days and increasing student ownership, a fifth grade class in Tennessee saw reading gains along with personal growth. Students reading below grade level fell from 84% to 25% over the course of the year.
A study of high and low performing student-centered schools showed when personalized learning is implemented thoroughly, higher test scores result.
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 “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.