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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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    Curriculum and Instruction

    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.聽

    Impact and Academic Outcomes

    Standardized Test Scores Improve After PD on Project-Based Learning

    At Lindsay Unified School District, students scored higher on the Diagnostic Reading Assessments庐 (DRA), Scholastic Reading Inventory庐 (SRI), and California鈥檚 Smarter Balanced Assessment system (SBAC) after teachers received PD on project-based learning.

    Curriculum and Instruction

    Project-Based Learning Promises Gains in Social Studies and Science

    Looking at 20 studies on project-based learning, researchers found a positive effect on student learning in Social Studies and Science, and to a smaller degree, math and literacy.聽

    Student Agency and Voice

    Student Goal-Setting Shows Promising Evidence

    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.

    Student Agency and Voice

    Comprehensive Student Advising Shows Promising Evidence

    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).

    Student Agency and Voice

    Help-Seeking Behaviors Increase with Student-Centered Teaching Practices

    Teachers in focus groups reported that with the introduction of student-centered practices, students appeared to improve at seeking support. They noted these help-seeking behaviors were in alignment with the development of greater agency.

    Diversity, Equity and Inclusion

    Socio-Economic Status Impacts Students’ Reports of Agency

    Students with higher levels of socio-economic status reported higher levels of self-efficacy, perseverance of effort, mastery orientation, self-regulated learning, and future orientation relative to peers from lower socio-economic backgrounds.

    Learning and the Brain

    Metacognitive Self-Regulation Grows with Student-Centered Practices

    In four schools, the implementation of specific student-centered teacher practices led to a significant increase in metacognitive self-regulation throughout the school year. Other student-level measures of agency did not change significantly or decrease.

    Curriculum and Instruction

    Station Rotation Models Improve Access to Student Data

    In 4-8th grade classrooms at five sites, teachers who used station rotation reported more availability of data to drive decision-making and higher levels of differentiated instruction when compared to non-station rotation teachers at the same sites.

    Career and Technical Education

    Project-Based Learning Improves Collaboration

    In a study investigating the student-level impacts of high quality project-based activities, teacher evaluation determined that 71% of students demonstrated proficient or above in collaboration skills.

    Student Agency and Voice

    Project-Based Learning Supports Self-Direction

    In a study investigating the student-level impacts of high quality project-based activities, 83% of students demonstrated proficient or above skills in self-direction. These skills included managing time and workflow.

    Assessment and Accountability

    Project-Based Learning Increases Knowledge Transference

    In a study investigating the student-level impacts of high quality project-based activities 62% of students performed proficient or higher on a performance assessment requiring them to transfer knowledge to a new situation.

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