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.
A fellowship of RI teachers determined crucial components for the successful implementation of high-quality curriculum and personalized learning practices. The fundamentals are 1) Content is key, 2) Center students, 3) Check bias, 4) Embody respect and 5) Tend to teachers
According to research report findings from City Year, prioritizing trust and strong relationships is the foundation for successful personalization.
Students in Project Mastery classrooms had higher attendance rates and promotion rates to the next grade.
Researchers discovered a positive relationship between the degree of exposure to competency-based education practices (e.g., minimum, low-medium, and medium) and self-reported student engagement.
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.
On average, students made larger gains in math growth after taking a course from a personalized learning teacher than students who did not take a course from a personalized learning teacher in the Charlotte-Mecklenberg School District in North Carolina.