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 a survey of 6,000 parents about post-pandemic teaching and learning, 40% wanted their children learning at multiple sites, compared to 37% who preferred learning in a traditional classroom exclusively.
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.
A national survey of school districts in June 2021 indicated that 50% of urban, and 25% of all districts, planned to offer a virtual school option, an increase of nine times pre-pandemic offerings.
A survey of 300 superintendents revealed the number of districts offering one-to-one initiatives in the elementary grades tripled, from 24% pre-pandemic to 71% in summer 2021. Initiatives in grades 6 to 12 rose to 83%.
Interviews with students K-12 about virtual and hybrid school experiences during the COVID-19 pandemic revealed an increase in self-directed learning. A stronger sense of autonomy and responsibility was a common theme in the interview analysis.
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.
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 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.
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.
A study of innovations during the COVID-19 pandemic documents the use of a flexible daily WIN (What I Need) block at a Massachusetts high school. Students can choose activities ranging from targeted academic supports to clubs.
