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.
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.
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.
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.
