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.
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.
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.
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.
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.
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.
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.
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.
According to research report findings from City Year, prioritizing trust and strong relationships is the foundation for successful personalization.
According to a City Year research report, AmeriCorps members leaning into the practice of building strong developmental relationships was critical for maintaining student engagement.
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.
A study of the empowerment of youth in school and community reform found that in response to various types of resistance by adults, students employed a range of strategies: seeking assistance, perseverance and ownership, speaking truth to power and peer mentoring.
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.
