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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Some Early Adopters of AI Illustrate Opportunities for Transformation
A study of early artificial intelligence (AI) adoption documented ways in which 20% of the 27 districts studied are moving beyond use for productivity to a more strategic transformation, embedding AI into broader instructional redesign and reimagining educator roles and student experiences.
Most Early AI Adopters Lack Systemic Integration
A study of early artificial intelligence adopters, found most of the 27 participants are still piloting, with 80% categorized as dabbling or emerging users. Most lack cohesive implementation, formalized training and competencies and face structural and policy barriers to scale.
Together Vision and Tech Infrastructure Support AI Adoption
In a qualitative study of 27 diverse districts using artificial intelligence, commonly observed conditions enabling early adoption included a clear vision, strong leadership that fosters an innovation culture, integrated tech-instruction teams, and a strong technology infrastructure.
Grouping by Level Not Age Contributes to Reading Success in Ohio
In Steubenville, a high-poverty Ohio district, 95-97% of 3rd graders have scored proficient on state reading tests since 2016, 30% higher than the state averages. During daily reading blocks, all elementary students are grouped based on level, regardless of age or grade.
Grouping by Level Contributes to Reading Success Across Subgroups in Ohio
In Steubenville, Ohio, where all elementary students are grouped for reading instruction by level not age or grade, 100% of Black students, 99% of low-income students and 92% of students with disabilities scored proficient in state tests of third grade reading in 2024.
Professional Development in Personalized Learning Increases Teacher Retention in OH
When surveyed in 2024, 63% of the 700 educators in an Ohio cohort receiving professional development from 快播视频 reported that implementing personalized learning has made them want to continue working in their school, compared to just 44% in 2023.
Personalized Learning Increases Reports of Positive School Culture in OH
In 2024, the number of surveyed teachers from the Ohio Personalized Learning Network who reported a positive impact on overall school culture rose by 20% (51% in 2024 from 31% in 2023). 91% also reported they were encouraged to experiment with new instructional approaches, compared to 75% in 2023.
Dual Enrollment Improves College Completion Rates
A review of national data from a 2015 high school cohort found that of the students who participated in dual enrollment and entered college right after high school, 36% completed a bachelor鈥檚 and 12% an associate degree within 4 years. Rates were only 34% and 9%, respectively, for those who started college without any dual enrollment experience.
Personalized Learning Districts in North Dakota Demonstrate Higher Graduation Rates
Graduation rates in 2022-23 were higher than the state average for two of personalized learning districts. Though not statistically significant, the graduation rate in Northern Cass was 92% and in Oakes was 94.9% percent, compared to the state rate of 83%.
North Dakota Personalized Districts Outperform State Averages
Students in three North Dakota personalized learning districts outperformed state scores in 2022-23. Though not statistically significant, proficiency was 54% in math and 53% in ELA (English/Language Arts) in Northern Cass, 48% in math and 53% in ELA in Oakes, and 41% in math and 45% in ELA in West Fargo; compared to state rates of 39% and 44%.
Feedback for Growth Builds Deep Learning in Math
In 2022, 100 teachers in Yonkers worked to improve the quality of feedback to students focused on growth, a research-backed strategy to deepen math learning and close performance gaps. Surveys of 3,458 middle schoolers showed in just 4 months, students experienced 10% growth of strong teacher feedback in 2 schools and 6-7% growth in 4 more schools.
Underserved Students in Student-centered CO Network Graduate at Higher Rates
Eighty-five percent of students at New Legacy Charter, a Big Picture Network school in Colorado serving primarily pregnant and parenting teens, graduate; compared with 50% nationally. Students also have taken a college course, internship or certification.