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.
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In four schools, the implementation of specific student-centered teacher practices led to a significant increase in metacognitive self-regulation throughout the school year. Other student-level measures of agency did not change significantly or decrease.
In 4-8th grade classrooms at five sites, teachers who used station rotation reported more availability of data to drive decision-making and higher levels of differentiated instruction when compared to non-station rotation teachers at the same sites.
In comparing students’ content gaps to MAP gains, schools with a smaller content gap — those where math lessons better matched students’ actual performance levels (as opposed to their grade-levels) tended to see greater gains.
Performance in schools with accountability systems that focused on state grade-level proficiency grew 7 percentile points, while those that operated under accountability systems that rewarded student growth (and prioritized individual student needs) grew 38 percentile points.
A fellowship of RI teachers determined crucial components for the successful implementation of high-quality curriculum and personalized learning practices. The fundamentals are 1) Content is key, 2) Center students, 3) Check bias, 4) Embody respect and 5) Tend to teachers
Project-Based Learning led to a 63% gain in social studies for students in low-income schools as compared with students in higher-income schools. That translates to five to six months of increased learning for the year.
On average, third graders in project-based classrooms performed eight percentage points better on the science assessment as compared with students in the control group classrooms.
Over a three-year period, a project-based science curriculum fueled gains in student engagement and outcomes. Students appeared to be more motivated and engaged in learning science and engineering, and they seemed more interactive during group work than students not participating in the curriculum.
Findings from the first year of the Knowledge in Action project-based learning approach revealed an increase in the likelihood of earning a score of three or higher on the AP U.S. Government or AP Environmental Science test by about eight percentage...
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.