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.
An analysis of surveys from 12,000 Chicago ninth graders showed students who reported their school leaders and teachers were responsive to student voice had higher attendance rates. Students at schools ranked the most responsive missed 6.1% of school days compared to 7% at the least responsive.
Survey data for 12,000 Chicago ninth graders was analyzed to rank schools on teachers’ and leaders’ responsiveness to student concerns. In schools ranked in the top 10 percent for responsiveness, students had higher GPAs: an average of 2.85 compared to 2.65 in schools with the lowest rankings.
Using a collaborative teaching approach to personalize reading supports, New Hampshire elementary school teachers in a competency-based school found 86% of kindergartners were reading at grade-level at the end of they year, compared with 56% at the start.
Arizona Maricopa High School principal credits student-centered practices like real-word application and post-secondary planning for higher graduation rates of students with a CTE concentration: 91% compared to 71.9% for students in traditional courses and the 81% state average.
Middle-grades English language arts students in a Texas classroom showed an average of 16% growth, from pre- to post-test, after a self-paced, mastery-based unit. Students with IEPs saw more gains, with an average of 59% pre and 94% post-test.
A district study showed a significant number of students in each grade met local learning goals one or two of four content areas after their teachers participated in project-based learning training, compared to peers whose teachers did not.
Teachers at higher performing student-centered schools stayed with the same cohort of students for an average of 2.5 years, compared to lower-performing schools at 1.5 years and reported forming close relationships with 75% of students versus 50-75%.
A study of high and low performing student-centered schools showed when personalized learning is implemented thoroughly, higher test scores result.
In a large national survey, 80% of principals implementing schoolwide project-based learning feel it helps students meet academic standards. 90% report students can extend their learning from projects to other disciplines.
At Lindsay Unified School District, students scored higher on the Diagnostic Reading Assessments® (DRA), Scholastic Reading Inventory® (SRI), and California’s Smarter Balanced Assessment system (SBAC) after teachers received PD on project-based learning.
Looking at 20 studies on project-based learning, researchers found a positive effect on student learning in Social Studies and Science, and to a smaller degree, math and literacy.
This research brief examines the research base for comprehensive student advising, looking at the ways it fosters relationships, social capital and student agency. It concludes there is promising evidence of impact (as defined by the US Department of Education).