Districts with Personalized Learning see as many as 20% more students hit NWEA Growth Targets compared to 2014

The latest overview of personalized learning results in 5 districts, comprised of 36,000 students, shows an average growth of 130% in reading and 122% in math, compared to nationally normed MAP growth targets. Other positive results from this report by Education Elements include increases in student engagement and teacher efficacy.

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Education Elements

Sep 06, 2017, 08:30 ET

SAN CARLOS, Calif., Sept. 6, 2017 /PRNewswire/ -- In their third annual Impact Report, "Building Capacity for Personalized Learning and More," Education Elements examines the impact of personalized learning, competency-based learning, and dynamic organizational design on districts across the country with promising results. On the NWEA MAP assessment, given 2-3 times per year, 36,000 students from five districts showed an average growth of 130% in reading and 122% in math, compared to nationally normed MAP growth targets. In one district, the number of students on target to be college and career ready as measured by the ACT Aspire exam more than doubled. This year's analysis revealed the cumulative benefits of shifting to student-centered learning environments and is now available for download.

"As personalized learning grows in popularity, additional voices have emerged that point to the risks associated with it," said Anthony Kim, Founder and CEO of Education Elements. "We are pleased to report that districts who are thoughtful about their implementations and focus on the needs of their communities see a positive impact year-after-year on not only student test scores, but also student engagement, teacher satisfaction, and overall district effectiveness."

The report shares data from specific districts, highlighting the significant gains each has made, with a special focus on districts that have been implementing personalized learning for several years.

In Middletown City School District, NY, 65% of all Middletown K-8 students hit their reading growth targets, an increase of 21% since 2013-2014; 67% hit their math growth targets, an increase of 23%.
In Horry County Schools, SC 57% of 6-8 students hit reading growth targets, an increase of 7% since 2013-2014; 64% hit math growth targets, an increase of 17%.
In Piedmont City School District, AL, 72% of students in grades 3-8 tested on target in reading on the ACT compared to 28% in 2014-2015, and 55% tested on target in math compared to 35% in 2014-2015.

In addition to analyzing test scores, the report also measures the impact of personalized learning on districts across qualitative measures.

92% of district leaders say that teachers are more effective
90% of district leaders say that students are more engaged in their learning
70% of teachers say they are confident that personalized learning has a positive effect on teaching and learning
68% of teachers say that they feel more effective since they started personalized learning and 67% of teachers say that students are more engaged since they started personalized learning

"The targeted and ongoing support from Education Elements has been critical to making teachers confident they have access to all the tools necessary," said Rich Hughes, Superintendent of Central Valley SD. "The most critical aspect is the alteration of the role of teacher and student from a stand and deliver methodology to teacher as facilitator to empower individualized student learning."

The complete report, "Building Capacity for Personalized Learning and More," provides additional information on other districts including Metropolitan School District of Warren Township (IN), Loudoun County Public Schools (VA), Fairbanks North Star Borough School District (AK), Charleston County School District (SC), School District 197 (MN), Central Valley School District (NY), Uinta County School District #1 (WY), Racine Unified School District (WI), Fulton County Schools (GA), DC Public Schools (DC), Dundee Central Schools (NY), Yuma Elementary School District One (AZ), Rochester School Department (NH), St. Louis Public School District (MO), Wake County Public School System (NC), and Greeley-Evans School District #6 (CO). The report also profiles 12 teacher and leader "superheroes" from nine districts, including Corcoran Unified School District (CA), Hartford Public Schools (CT) and Geneva City School District (NY), and 2 BOCES, because in the end, it is the people and their passion that makes change successful. Education Elements is proud to share so many wonderful stories.

For additional information regarding Education Elements and their work, visit https://www.edelements.com/.

About Education Elements

Education Elements works with districts to build and support dynamic school systems that meet the needs of every learner, today and tomorrow. The Education Elements team takes the time to understand the unique challenges school leaders face, and then customizes an approach for each district. Since 2010, Education Elements has worked with hundreds of districts across the country and brings deep expertise, design-thinking, expert facilitation and the spirit of collaboration, along with an extensive toolkit of resources and technology, to deliver sustainable results.

Company Contact:
Amy Jenkins
(415) 377-8292
[email protected]

Agency Contact:
Alexis Fried
(609) 279-0050
[email protected]

SOURCE Education Elements