New research shows effectiveness of student-centered learning approaches in closing the opportunity gap

A cross-case analysis, a technical report, an educators' tool, and a research and policy brief offer evidence of the positive impact of student-centered learning.

We don’t bring the bar down for them. We have that expectation to set the bar high. I scaffold and support you to get there; you can get there. ALL of our students.

—Life Academy 10th-grade humanities teacher

Read the research

Research brief

Cross-case analysis

Technical report

Policy brief

Educators' tool

Case studies

While, nationally, students of color and low-income students continue to achieve at far lower levels than their more advantaged peers, some schools are breaking that trend. New research from the Stanford Center for Opportunity Policy in Education (SCOPE) is documenting these successes at four such schools in Northern California—schools in which traditionally underserved students are achieving above state and district averages.

Earlier this year SCOPE released individual case studies of these schools as part of its Student-Centered Schools Study—funded by the Nellie Mae Education Foundation. Today, SCOPE has released the culminating research: a cross-case analysis and its technical report, a research brief and policy brief, and a multimedia online tool for educators.

The schools in the study are non-selective in their admissions and serve populations that are predominantly low-income students of color. The studies focus on schools using student-centered practices through either the Linked Learning initiative or Envision Education model. Linked Learning, a state-wide initiative, integrates rigorous academics with career-based learning and real-world workplace experiences. Envision Schools is a small charter network that creates personalized learning environments for students to develop 21st century skills such as critical thinking, problem solving, and collaboration.

Student-centered practices emphasize personalization; high expectations, hands-on and group learning experiences, teaching of 21st century skills, performance-based assessments; and opportunities for educators to reflect on their practice and develop their craft as well as shared leadership among teachers, staff, administrators, and parents.

"The numbers are compelling," said Stanford University Professor and SCOPE Faculty Director Linda Darling-Hammond, "students in the study schools exhibited greater gains in achievement than their peers, had higher graduation rates, were better prepared for college, and showed greater persistence in college. Student-centered learning proves to be especially beneficial to economically disadvantaged students and students whose parents have not attended college."

"The products from this study not only provide the evidence that student-centered approaches work but practical tools for educators that can be used to foster meaningful learning that enables all students to thrive, especially low-income students and students of color," said Nick Donohue, President and CEO of the Nellie Mae Education Foundation.

The research identifies three areas of support that substantially influence the ability of high schools to engage in student-centered practices:

• funding policies that shape what resources are available and how they are used,
• human capital policies that influence teachers’ and school leaders’ capacity to enact student-centered practices, and
• instruction and assessment policies that impact what is taught and how student learning is measured.  

The online educators tool is designed to be used by a school community or a team of educators to support inquiry and self-reflection on student-centered practices. The multimedia tool includes nine key features of student-centered practice—personalization, curriculum, pedagogy, assessments, instructional supports, connection to college and career, teacher collaboration and professional development, and shared and distributed leadership.

Case Study Schools

The schools in the study are non-selective in their admissions and serve populations that are predominantly low-income students of color. The studies focus on schools using student-centered practices through either the Linked Learning initiative or Envision Education model.

College Preparatory Course Completion Rates by Percentage of Students 2011–2012

Source: Data for all sources except Life Academy from http://dq.cde.ca.gov/dataquest/

*Life Academy data from Oakland Unified School District