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 comparing students’ content gaps to MAP gains, schools with a smaller content gap — those where math lessons better matched students’ actual performance levels (as opposed to their grade-levels) tended to see greater gains.
Performance in schools with accountability systems that focused on state grade-level proficiency grew 7 percentile points, while those that operated under accountability systems that rewarded student growth (and prioritized individual student needs) grew 38 percentile points.
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.
On average, third graders in project-based classrooms performed eight percentage points better on the science assessment as compared with students in the control group classrooms.
Over a three-year period, a project-based science curriculum fueled gains in student engagement and outcomes. Students appeared to be more motivated and engaged in learning science and engineering, and they seemed more interactive during group work than students not participating in the curriculum.
Findings from the first year of the Knowledge in Action project-based learning approach revealed an increase in the likelihood of earning a score of three or higher on the AP U.S. Government or AP Environmental Science test by about eight percentage...
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.
Students in Project Mastery classrooms had higher attendance rates and promotion rates to the next grade.
Students who started in the bottom quartile from Next Generation Learning Challenge schools demonstrated greater gains than students in a matched comparison group on the NWEA MAP English Language Arts and Math interim assessments after two years.
In the Project Mastery grant initiative, students in schools using competency-based models outperformed demographically similar peers on state tests.
Elementary and middle school students in a competency-based district in Colorado who were academically behind completed math and literacy performance level requirements faster than students in a traditional school system.
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.