2021-04-28T10:01:00Z Copyright (c) 2021, The RAND Corporation RAND Corporation https://www.rand.org/topics/personalized-learning.html Elizabeth D. Steiner; Laura S. Hamilton; Laura Stelitano; Mollie Rudnick https://www.rand.org/pubs/research_reports/RR2005.html 2017-09-21T00:01:00Z 2017-09-21T00:01:00Z

RAND evaluated the Carnegie Corporation of New York's Opportunity by Design high school redesign initiative. The data in this interim report describe implementation facilitators and challenges after two years.

John F. Pane; Elizabeth D. Steiner; Matthew D. Baird; Laura S. Hamilton; Joseph D. Pane https://www.rand.org/pubs/research_reports/RR2042.html 2017-07-11T00:01:00Z 2017-07-11T00:01:00Z

This report describes the concept and implementation of personalized learning, along with some of the challenges and facilitators, and considers achievement findings in a small sample of schools.

Elena Rosa Brown; Andreas Culora; Sonia Ilie https://www.rand.org/pubs/external_publications/EP68513.html 2021-02-16T09:00:00Z 2021-02-16T09:00:00Z

This research project is an independent evaluation of Sparx Maths and EdTech programme, aiming to improve mathematics outcomes for secondary school pupils.

Elizabeth D. Steiner; Laura S. Hamilton; John F. Pane; Jonathan Schweig; Laura Stelitano; Joseph D. Pane; Sophie Meyers https://www.rand.org/pubs/research_briefs/RBA322-1.html 2020-12-17T09:00:00Z 2020-12-17T09:00:00Z

In a five-year study, high schools adopted a set of design principles intended to prepare students for college and careers.

Elizabeth D. Steiner; Laura S. Hamilton; John F. Pane; Jonathan Schweig; Laura Stelitano; Joseph D. Pane; Sophie Meyers https://www.rand.org/pubs/research_reports/RRA322-3.html 2020-12-17T09:00:00Z 2020-12-17T09:00:00Z

The Opportunity by Design initiative gave support to small schools of choice to adopt a set of design principles intended to prepare students for college and careers. This final report describes the methods and findings of the five-year study.

Elizabeth D. Steiner; Christopher Joseph Doss; Laura S. Hamilton https://www.rand.org/pubs/research_reports/RRA322-1.html 2020-08-10T13:13:00Z 2020-08-10T13:13:00Z

Technology-facilitated personalized learning approaches have become increasingly common in K–12 schools across the United States. How are high school teachers using personal learning practices? And which supports and resources do they need to use them effectively?

Julia H. Kaufman; Elizabeth D. Steiner; Jonathan Schweig; Sophie Meyers; Karen Christianson https://www.rand.org/pubs/research_briefs/RB10119.html 2020-06-08T09:15:00Z 2020-06-08T09:15:00Z

This research brief summarizes the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools assess the extent of student-centered learning in their schools.

Julia H. Kaufman; Elizabeth D. Steiner; Jonathan Schweig; Sophie Meyers; Karen Christianson https://www.rand.org/pubs/research_reports/RR3235.html 2020-06-08T09:15:00Z 2020-06-08T09:15:00Z

This report summarizes a study on the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools measure the extent of student-centered learning in classrooms.

Andrea Phillips; John F. Pane; Rebecca Reumann-Moore; Oluwatosin Shenbanjo https://www.rand.org/pubs/external_publications/EP68106.html 2020-03-10T09:45:00Z 2020-03-10T09:45:00Z

This article studies the implementation of ALEKS (Assessment and LEarning in Knowledge Spaces) in a blended-learning model. This is the first rigorous experimental evaluation of ALEKS in K–12 in-school settings, and the first to gather extensive implementation data.

Andrea Phillips; Julia H. Kaufman; John F. Pane; Emma Lee; Andy Bogart https://www.rand.org/pubs/research_reports/RR2837.html 2019-01-03T09:00:00Z 2019-01-03T09:00:00Z

The Appalachian Renaissance Initiative provided principals, teachers, and students in rural Eastern Kentucky with opportunities to support and improve teaching and learning. This evaluation examines its implementation and outcomes.

John F. Pane https://www.rand.org/pubs/perspectives/PE314.html 2018-10-02T17:20:00Z 2018-10-02T17:20:00Z

This Perspective draws on theory, learning science principles, and the limited research that exists to offer strategic guidance on the design of personalized learning models for primary and secondary education.

Andrea Phillips; John F. Pane; Andy Bogart https://www.rand.org/pubs/research_reports/RR2745.html 2018-09-27T08:30:00Z 2018-09-27T08:30:00Z

This report presents findings from an evaluation of the Creating College and Career Readiness initiative, which used a suite of personalized software in the kindergarten-12th grade setting in rural Kentucky schools.

John F. Pane; Elizabeth D. Steiner; Matthew D. Baird; Laura S. Hamilton; Joseph D. Pane https://www.rand.org/pubs/research_briefs/RB9994.html 2017-12-07T10:45:00Z 2017-12-07T10:45:00Z

Describes the concept and implementation of personalized learning and considers achievement findings in a small sample of schools.

Elizabeth D. Steiner; Laura S. Hamilton; Laura Stelitano; Mollie Rudnick https://www.rand.org/pubs/research_briefs/RB9985.html 2017-10-19T15:00:00Z 2017-10-19T15:00:00Z

Summarizes lessons from RAND's interim evaluation of the Opportunity by Design initiative and provides a number of recommendations that may be of interest to schools and districts implementing or considering implementation of similar approaches.

Elizabeth D. Steiner; Laura S. Hamilton; Laura Stelitano; Mollie Rudnick https://www.rand.org/pubs/research_reports/RR2005.html 2017-09-21T14:57:00Z 2017-09-21T14:57:00Z

Opportunity by Design (ObD) uses innovative design principles like personalized instruction to help prepare students for postsecondary success. RAND's interim report on ObD lays out how these principles are implemented in schools, their strengths, and early challenges.

John F. Pane; Elizabeth D. Steiner; Matthew D. Baird; Laura S. Hamilton; Joseph D. Pane https://www.rand.org/pubs/research_briefs/RB9967.html 2017-07-11T00:01:00Z 2017-07-11T00:01:00Z

Schools implementing personalized learning were pursuing a wide variety of approaches and students closed achievement gaps relative to national norms. Observed challenges to implementation lead to recommendations for implementers.

John F. Pane; Elizabeth D. Steiner; Matthew D. Baird; Laura S. Hamilton; Joseph D. Pane https://www.rand.org/pubs/research_reports/RR2042.html 2017-07-11T00:01:00Z 2017-07-11T00:01:00Z

Personalized learning focuses on meeting students' individual needs while incorporating their interests and preferences. What does this look like in schools that have implemented personalized learning schoolwide?

Aileen Heinberg; Angela A. Hung; Arie Kapteyn; Annamaria Lusardi; Anya S. Samek; Joanne K. Yoong https://www.rand.org/pubs/external_publications/EP67098.html 2017-04-13T17:00:00Z 2017-04-13T17:00:00Z

In this paper, we designed and evaluated a financial education programme that demonstrably increased participants’ objective knowledge and self-efficacy.

John F. Pane; Elizabeth D. Steiner; Matthew D. Baird; Laura S. Hamilton https://www.rand.org/pubs/research_reports/RR1365.html 2015-11-10T14:00:00Z 2015-11-10T14:00:00Z

This report explores personalized learning models that were adopted in schools throughout the U.S. It examines school and teacher practices, perceptions of staff and students, and achievement outcomes.

John F. Pane; Elizabeth D. Steiner; Matthew D. Baird; Laura S. Hamilton https://www.rand.org/pubs/research_reports/RR1365z1.html 2015-11-10T14:00:00Z 2015-11-10T14:00:00Z

This Executive Summary recaps the findings in Continued Progress: Promising Evidence on Personalized Learning, a report that explores the personalized learning models adopted in U.S. schools.