Making the Case: Compelling Data
This growing library features data points describing the impacts and outcomes of student-centered and competency-based teaching and learning. The data are sourced from research studies, evaluation reports and journal articles, as well as evidence collected directly by classroom, school, district and state leaders.
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Project-Based Science Increases Scores in ELA
A study of a middle school project-based science curriculum showed on average students performed higher than a matched comparison group on state English Language Arts (ELA) assessments by eight percentage points in year two and ten in year three.
Project-Based Science Increases Scores in Math
A study of a middle school project-based science curriculum showed on average students performed higher than a matched comparison group on state math assessments by 12 percentage points in year two and 18 percentage points in year three.
Student-centered Instruction Builds Feelings of College Readiness
Students at three student-centered, career-focused schools reported development of personal and social skills needed for career and college-readiness. Of 17 students interviewed, 15 (88%) noted instructional practices like advisory, autobiography writing and presentations fostered the self-awareness, confidence and communication needed for college.
Project-based Learning Builds Creativity and Entrepreneurship Competency
A qualitative study of a maker program in Hong Kong focused on real-world problem solving found the school's approach led to increases in 4 dimensions of creativity (novelty, utility, aesthetics and authenticity) and 3 areas of entrepreneurship (ideas and opportunities, resources and action).
Personalized Math Program Builds Skills
In a randomized control study of a supplemental mastery-based personalized math learning program, kindergarten students from 20 California classrooms, in which 100% of students qualified for free and reduced lunch, outperformed the control group on the Test of Early Mathematics Ability by 5.71 percentage points after using the program for 5 hours.
CT School Increases Latinx Student Enrollment in AP Through Personalized Supports
Maloney High School saw the number of Latinx students enrolled in advanced courses rise from 50% in 2015-16 to 82.5% in 2020-21. To make this shift, they employed student-centered approaches – including student interest surveys, personalized course recommendations, more communication with families and academic supports like AP study sessions.
Community Connections in Oakland Prepare Students for Future
Students at Latitude High prepare for careers through real-world projects, career exploration and Extended Learning Opportunities in the Oakland Community. Despite disruptions from COVID, 44% completed outside internships in 2022. And 92% reported feeling prepared for the future on a XQ Institute survey of seniors.
Collaborative Project-based Learning Prepares Students for Future
A 2022 survey showed 97% of students felt prepared for the future after attending Iowa BIG, a program where students design community-based projects while also enrolled in their home school. 90% credited the collaboration skills gained there as a key reason.
Project-based Learning Supports Traditionally Underserved Students at IN STEM School
Black, Latino and low-income students at Purdue Polytechnic High Schools, a IN network committed to individualized project-based learning to increase students attending college in STEM fields, were more likely to pass state exams than their peers in the district. All these groups had passing rates 4 times others in Indianapolis Public Schools.
Project-based School in IN Outperforms District
Students at Purdue Polytechnic High Schools, a network in Indianapolis committed to individualized project-based learning to increase students attending college in STEM fields, performed better on state assessments than other district students. In 2021, 11th graders were four times as likely to pass both the math and ELA sections (34% vs. 8%).
Community Connections Bring High Graduation Rates in TN School
In 2022, Elizabethton High, a school in rural TN transforming through project-based learning and community-connections, had a 93% graduation rate, 10% higher than other high schools in their county. This included students from low-income families and students with disabilities.
Washington Teachers Feel Culturally Responsive Practices Improve Equity
75% of Washington's Mastery-Based Learning Collaborative educators surveyed believe that implementing culturally responsive-sustaining education would improve their school’s ability to achieve equitable outcomes for students from historically marginalized yet resilient groups. 75% also thought it would improve school culture and climate.
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A future of learning where students of all races and ethnicities, incomes and identities pursue the kinds of learning experiences that enable them to uncover their passions and thrive in an evolving world.