personalized learning

Learn how these model districts implemented personalized learning


Reading, math show dramatic gains in annual analysis.

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, N.Y., 65 percent of all Middletown K-8 students hit their reading growth targets–an increase of 21 percent since 2013-2014; 67 percent hit their math growth targets–an increase of 23 percent.

In Horry County Schools, S.C. 57 percent of 6-8 students hit reading growth targets, an increase of 7 percent since 2013-2014; 64 percent hit math growth targets, an increase of 17 percent.

In Piedmont City School District, Ala., 72 percent of students in grades 3-8 tested on target in reading on the ACT compared to 28 percent in 2014-2015, and 55 percent tested on target in math compared to 35 percent in 2014-2015.

The report also measures the impact of personalized learning on districts across qualitative measures:

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

The complete report, “Building Capacity for Personalized Learning and More,” provides additional information on other districts including Metropolitan School District of Warren Township (Ind.), Loudoun County Public Schools (Va.), Fairbanks North Star Borough School District (Alaska), Charleston County School District (S.C.), School District 197 (Minn.), Central Valley School District (N.Y.), Uinta County School District #1 (Wyo.), Racine Unified School District (Wis.), Fulton County Schools (Ga.), D.C. Public Schools (D.C.), Dundee Central Schools (N.Y.), Yuma Elementary School District One (Ariz.), Rochester School Department (N.H.), St. Louis Public School District (Mo.), Wake County Public School System (N.C.), and Greeley-Evans School District #6 (Colo.).

The report also profiles 12 teacher and leader “superheroes” from nine districts.

Material from a press release was used in this report.

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