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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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.
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.
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.
Implementing the student-centered instruction and assessment strategies of lesson study practices led to Latinx and Black students, both male and female, reporting an increase in feeling comfortable sharing their ideas in math class.
Implementing the student-centered instruction and assessment strategies of lesson study practices led to significant and positive shifts in Black students’ perceptions of themselves as “math people.”
After teachers engaged in empathy interviews and guided lesson study practices as part of the networked improvement community study of student-centered instruction and assessment strategies, Black and Latinx students were more likely to believe they could succeed in math class.
Over the course of the networked improvement community study of student-centered instruction and assessment strategies, Latinx students, both male and female, made significant improvements in math proficiency.
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.