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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Research Partnerships Finds Trust Biggest Lever for Change
Through a research practice partnership, the Arcadia Unified School District in California found trust and relationship-building were the biggest levers for systems change. Improving students’ trust in educators led to a 15% increase in student perception of all other aspects of the school experience, such as belonging and voice and choice.
California Schools Build Systems Change Through Trust
After identifying trust as a key lever for systems change, diverse stakeholders at Arcadia Unified School District worked to build it by creating a shared vision and co-designing solutions. On surveys, administrators reported trust in each other, teachers and parents all increased a statistically significant amount from 2019 to 2020.
Learning Culture Results in High Growth in Rural North Carolina Elementary
In 2021-2022, students at Lucama Elementary, a rural school in North Carolina leveraging master teachers to build a culture of learning, outperformed peers on all state tests. Notably 81.6% scored proficient in math, compared to 46.9% at the district-level and 49.8% at the state-level. The school’s performance grade on their state report card ros
Individualized Professional Development Sparks Change
Upstream Collaborative is a network of alternative schools in CA and WA working with Big Picture Learning on shifting to a personalized, interest-based approach. In a 2020 qualitative study, all coaches reported listening was key to offer unique advice and build relationships and modeling through individualized PD increased the pace of change.
Collective Educator Agency Decreases Academic Gaps
In the AVID program a collective sense of efficacy leads teachers to insist on rigor, remove barriers, align work and advocate for students; improving learning; and decreasing academic gaps between groups. 2020 college enrollment of AVID students varies by only 1% for black, Hispanic and white students, compared to a 10% difference nation-wide.
District Leaders Rate Social-Emotional as Important as Academic Skills
In a national survey of school counselors and district staff, 72.5 percent of district leaders indicated that building students’ social-emotional skills is as important as academic knowledge. Counselors have a critical role in delivering social-emotional learning.
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.
Positive Student-Teacher Relationships Lead to Better Health Outcomes
Data from the National Longitudinal Study of Adolescent to Adult Health shows that student- teacher relationships have an even bigger impact on long term adult health than student-peer relationships.
Principals Report Project-Based Learning Helps Students Meet Academic Standards
In a large national survey, 80% of principals implementing schoolwide project-based learning feel it helps students meet academic standards. 90% report students can extend their learning from projects to other disciplines.
Perception of Technology as a Tool for Personalization Has Grown
In national surveys, the number of teachers that view technology as a tool to personalize learning has increased quickly, with 62% reporting that tech allows them to better differentiate instruction in 2018 versus just 26% in 2014.
Post-Pandemic Teachers Want More Flexible Learning Environments
In a 2021 survey, more than half of teachers want changes in the traditional learning model with 61% supporting more hands-on learning, 55% more flexible learning environments and 57% smaller class-sizes.
Teachers Across Grade-Levels and Subjects Value Project-Based Learning
Feedback from over 11,000 teachers nationwide indicates 77% feel project-based learning would benefit their students. This high valuation is consistent across grade-levels taught as well as subjects, from science to history.
Our Vision
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.