Making the Case: Compelling Data

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.

Help make the case

Support the growing field of student-centered learning. Submit your own data from your research study, district or school.

Search Data

    Student Agency and Voice

    Students Have Higher Attendance When Student Voice Valued

    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.

    Student Agency and Voice

    Responsiveness to Student Voice Leads to Higher GPAs

    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.

    Student Agency and Voice

    Small Changes Honor Student Voices Post-Covid in Connecticut

    By soliciting student input and following through on changes, even small ones, a Connecticut school is making student voice an integral part of their culture post-COVID. A survey of one ELA class showed that after the changes, 90% of students felt their voices were valued.

    Curriculum and Instruction

    Personalized Learning Bolsters Academic Confidence

    In a qualitative study of a new personalized learning charter school, teachers and students reported on the importance of building a culture of engagement and positive relationships to foster academic confidence.

    Curriculum and Instruction

    Student Choice Increases Engagement and Ownership

    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.

    Student Agency and Voice

    More Autonomy Increases Elementary Reading Scores in TN

    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.

    Whole Child and Relationship Building

    Social-Emotional Factors Play a Role in Student Engagement

    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.

    Student Agency and Voice

    Tailoring Learning to Student Interest Increases Motivation

    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.

    Student Agency and Voice

    Student Choice Increases Engagement in Reading

    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.

    Student Agency and Voice

    Flexible Scheduling Block Supports Student Choice and Differentiation

    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.

    Student Agency and Voice

    Showing Learning Through Video Bolsters Student Agency

    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.

    Competency-Based Learning

    Mastery-Based Approach in Math Supports Self-Direction

    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.

Skip to content