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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During interviews at a new personalized learning charter school, both teachers and students noted that student choice led to increased engagement and ownership over learning.
After implementing personalized learning days and increasing student ownership, a fifth grade class in Tennessee saw reading gains along with personal growth. Students reading below grade level fell from 84% to 25% over the course of the year.
The top five factors influencing student engagement all focus on the whole child. Creativity and self-expression was ranked highest, with 85% indicating a positive impact on engagement. Whole child factors ranked higher than factors like academic growth.
In a study of differences in teacher practice and technology use in student-centered schools, high-performing schools more frequently included students’ career goals and interests in personalized learning plans, increasing student motivation. The difference was statistically significant.
This study of four 8th-grade teachers shows an increase in student agency when assigned reading was replaced with student-selected, self-paced choices. Peer relationships and classroom culture change as students become more engaged readers.
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.
A study of innovations during the COVID-19 pandemic documents “Teach-Back” Tuesdays at a Dallas school. By sharing videos of themselves teaching academic content, students bolster their agency while demonstrating learning.
A study of innovations during the COVID-19 pandemic documents the move to a mastery-based math pathway across 2nd-5th grades. Students are responsible for charting and monitoring their own learning pathway to achieve mastery.
A study of innovations during the COVID-19 pandemic documents the development of inquiry-based projects in a Colorado district. Teachers participated at different levels based on comfort level and past experience but all saw increases in engagement and self-direction.
In national surveys, students report that technology helps them direct their own learning, with over half indicating tech helps them learn at their own pace and control their own learning process.
This research brief examines the research base for goal-setting, including its role in self-efficacy and intrinsic motivation. It indicates promising evidence (as defined by the US Department of Education) of impact on academic outcomes and deeper learning.
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).
