Making the Case: Compelling Data

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.

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    Diversity, Equity and Inclusion

    Black and Latino Students Underrepresented in Dual Enrollment

    While overall participation in dual enrollment programs is up in California, a study revealed equity concerns. Compared with overall school enrollment, 59 of 72 districts had a lower percentage of Latino students, and 52 had a lower percentage of Black high school students in these programs.

    Diversity, Equity and Inclusion

    Teachers Concerned Curriculum Not Culturally Relevant

    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.

    Diversity, Equity and Inclusion

    Number of Districts With 1:1 Computing Device Ratio Doubled in 2020

    In an EdWeek end-of-year survey the number of districts reporting at least one device per student rose from 41% before the pandemic to 94% percent in 2020, more than doubling.

    Whole Child and Relationship Building

    Social-Emotional Learning Benefits Vulnerable Students

    A study of Chicago students showed the most vulnerable students benefit the most from attending schools that focus both on academics and social-emotional learning. SEL increases graduation rates for high and low-income students, with low-income students seeing the biggest impact. 

    Diversity, Equity and Inclusion

    Affordability Creates Barrier to Students’ Internet Connectivity at Home

    A national study indicates two thirds of families without the internet connectivity needed for hybrid learning at home have access to broadband but can not afford service. Low-income, Black and Latinx families are disproportionately impacted.

    Diversity, Equity and Inclusion

    Race, Ethnicity and Income Continue to Impact Students’ Access to Broadband

    A study of broadband internet access data reveals that racial segregation based on historical housing policies still impacts students' access to internet and learning at home.

    Diversity, Equity and Inclusion

    Socio-Economic Status Impacts Students’ Reports of Agency

    Students with higher levels of socio-economic status reported higher levels of self-efficacy, perseverance of effort, mastery orientation, self-regulated learning, and future orientation relative to peers from lower socio-economic backgrounds.

    Whole Child and Relationship Building

    Relationships Build Foundation for Successful Personalization

    According to research report findings from City Year, prioritizing trust and strong relationships is the foundation for successful personalization.

    Whole Child and Relationship Building

    Strong Relationships Foster Engagement

    According to a City Year research report, AmeriCorps members leaning into the practice of building strong developmental relationships was critical for maintaining student engagement.

    Impact and Academic Outcomes

    Project-Based Learning Brings Achievement Gains in Low Income Schools

    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.

    Student Agency and Voice

    Youth Employ Help-Seeking Behaviors in Conflict with Adults

    In response to various types of resistance by adults, students tried a range of strategies: seeking assistance, perseverance and ownership, speaking truth to power and peer mentoring.

    Policy and Advocacy

    Student Leadership Fosters Action

    Students who learned the skills of sociopolitical efficacy and critical reflection were more likely to take sociopolitical action. These findings suggest providing classroom-based leadership opportunities if we seek to foster youth’s engagement in sociopolitical action.

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