Continued Progress: Promising Evidence on Personalized Learning

John F. Pane ; Elizabeth D. Steiner ; Matthew D. Baird ; Laura S. Hamilton

RAND Corporation

RAND Corporation

关键词: Educational Program Evaluation;    Teacher Effectiveness;    Academic Achievement;    Education Policy;    Students;    Personalized Learning;   

DOI  :  10.7249/RR1365
RP-ID  :  RR-1365-BMGF

学科分类：自然科学（综合）

美国|英语

来源: RAND Corporation Published Research

【 摘 要 】

The adoption of personalized learning approaches has increased significantly in recent years. This report examines achievement in 62 public charter and district schools that are pursuing a variety of personalized learning practices, and examines implementation details in 32 of those schools. Researchers obtained achievement data for personalized learning students and a matched comparison group of students attending other schools serving similar populations. They also collected and analyzed data from site visits, interviews, and surveys to create a broad picture of the schools' efforts to implement personalized learning and the perceptions of teachers and students. The achievement findings indicate that compared to peers, students in schools using personalized learning practices are making greater progress over the course of two school years, and that those students who started out behind are catching up to perform at or above national averages. The study finds that teachers at most schools were using data to understand student progress and make instructional decisions, all schools offered time for individual academic support, and the use of technology for personalization was widespread. However, some strategies, such as competency-based progression, were less common and more challenging to implement.