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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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.
Some competency-based education practices (e.g., clarity around academic expectations and proficiency-based standards) were perceived as increasing student engagement and 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.
Compared to 63 similar districts, the performance-based Lindsay Unified School District in California ranked #1 in English Language Arts growth in the 2019 Smarter Balance Assessment Consortium achievement assessment.
In the performance-based Lindsay Unified School District in California, student growth in the Smarter Balance Assessment increased by 7% in English/Language Arts and 5% in math, exceeding county and state growth in 2019.
In the Kansas student-centered and future-focused redesign effort, more than 90% of the nearly 2,400 school and community respondents agreed that their schools encourage and support risk-taking with new instructional strategies and that their school and district leadership empower teachers...
Student reports of having opportunities for high-quality collaboration in a personalized setting were strongly associated with positive classroom experiences and higher engagement, motivation and self-efficacy.
In the competency-based system studied, 43% – 47% of students who were behind their traditional grade levels completed their performance levels in three or fewer quarters, less time than it would take in a traditional education system.
Effects of competency-based models on student learning appeared most positive in programs that put primary emphasis on student choice with project-based learning.