State Personalized Learning Plans Need Common Definition, More Support, Researchers Say
August 26, 2020
Two researchers at the University of Kansas have released their analysis of state “personalized learning” policies, as demonstrated by each state’s ESSA accountability plan. The authors found little consensus on conceptual frameworks or definitions for how personalized learning models ought to be utilized in schools, resulting in disparate goals and policies, though “a handful of states each stated goals of providing well-rounded educational opportunities, alternate pathways to skill attainment and graduation, [and] using PL to benefit marginalized populations of students.” Ultimately, the pair of researchers recommend the establishment of a national definition for personalized learning, as well as more robust research to support claims that personalized learning models improve outcomes for students.