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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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 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.
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.