澳门天天好彩

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.

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

Add Data to Your Presentations

Update your presentations with these ready-to-use slides featuring compelling data points from the library

Search Data

    Diversity, Equity and Inclusion

    SEL Increases Graduation Rates for Least Advantaged

    A study of Chicago student data indicated attending an effective high school (focused on social-emotional learning and behavior, in addition to academics) had a bigger impact on the least academically advantaged students the most. High school graduation rates increased by 9% for those least advantaged, compared to a .6% increase for the most advant

    Social-Emotional Learning

    Schools Featuring Social-Emotional Learning and Academics Boast Better Outcomes

    A study of 150 Chicago Public Schools' students showed a statistically significant impact of attending a high school which emphasized social and emotional learning in addition to increasing test scores. Attending an effective high school increased the likelihood of high school graduation by 2.4 and college-going by 2.57 percentage points.

    Curriculum and Instruction

    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鈥檚 ability to achieve equitable outcomes for students from historically marginalized yet resilient groups. 75% also thought it would improve school culture and climate.

    Curriculum and Instruction

    Washington Educators See Mastery-based Learning as Key to Equity

    In evaluating Washington's Mastery-Based Learning (MBL) Collaborative, 67% of educators believe that implementing MBL deeply would improve their school鈥檚 ability to achieve equitable outcomes for students from historically marginalized yet resilient groups. 63% also agreed that MBL would improve school culture and climate.

    Curriculum and Instruction

    Washington Educators Personalize Learning

    An evaluation of Mastery-Based Learning Collaborative schools across Washington showed many educators are providing personalization even in early stages of implementation. 70% report students often, most of the time or always receive personalized supports. 48% indicated students often can choose different ways to learn the same material.

    Curriculum and Instruction

    Washington Educators Support Mastery-based Learning

    Interviews for an early evaluation of the Washington Mastery-Based Learning Collaborative revealed that while time was the most commonly listed hurdle to implementation, 96% of school leaders and 72% of educators still support future implementation at deeper levels.

    Impact and Academic Outcomes

    Innovative Schools Hold Steady on Traditional Outcome Measures

    A report analyzing 251 innovative schools鈥 approach to documentation of impact found that in states where comparison was possible, no negative effect on traditional measures such as state test performance. It also documented the high value these schools place on outcomes that are difficult to measure like deeper learning and sense of belonging.

    Curriculum and Instruction

    Learning-by-Teaching Improves Learning Across Content Areas

    A meta-analysis of learning-by-teaching, a student-centered strategy for learning content, found the creation of materials to teach peers improved learning outcomes. The positive effect of 0.17 was statistically significant and held across different educational levels and content areas.

    Assessment and Accountability

    Peer and Self-Assessment Boosts Learning

    This meta-analysis of 175 independent studies involving 19,383 participants found that self-assessment (SA) and/or peer-assessment (PA) interventions had a significant positive overall effect on academic performance, as measured by grades and test-scores. There was no significant difference in effect between SA and PA.

    Curriculum and Instruction

    Creating Audio-Visual Materials for Peers Bolsters Learning

    A meta-analysis of 62 comparisons from 23 articles concluded that creating teaching materials for peers has a positive effect on student learning, compared to alternative or no interventions. This effect was largest when students created audio-visual versus text-based materials.

    Career and Technical Education

    NC Students from Early College High School Earn More Associate Degrees

    An experimental study analyzing data from 4,000 North Carolina students showed those randomly selected to attend early college high schools were three times more likely to earn an associate degree than those who did not attend (32.8% versus 11%). Higher numbers earning associate degrees did not decrease bachelor's degree attainment.

    Career and Technical Education

    Early College High Schools Lead to Higher Postsecondary Attainment

    A 14-year, experimental study found North Carolina students who attended early college high schools were more likely to have earned some kind of postsecondary credential after six years than those not in early college. 44.3% earned degrees, compared to 33.0% of the control group.

Menu

Search