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.
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.
In a nationally representative sample of 1,000 8-12th grade students surveyed after the 2021-22 school year, 53% want self-paced student learning to continue after the pandemic.
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.
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.
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.
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.
An EdWeek end-of-year survey shows the number of districts using adaptive learning software to personalize learning rose from 54% before the pandemic to 85% in 2020.
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.
