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.
Submit data from your research study, district or school. Contact us.
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).
In a study investigating the student-level impacts of high quality project-based activities 62% of students performed proficient or higher on a performance assessment requiring them to transfer knowledge to a new situation.
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.