IntroduCtIon
Teachers today find their classrooms filled with an increasingly diverse student population.
Students present not only ethnic and cultural contrasts, but this diversity is manifest in student motivation, attitudes, and responses to various classroom environments and instructional practices. It also includes divergence in student interests, learning preferences, and expression preferences, which, when understood and taken into account by educators, have proven to offer avenues for enhanced individual learning outcomes. While there is little doubt that students benefit from multi-modal environments regarding preparation for college and career, educators who employ teaching strategies that meet the needs of the full spectrum of learning and expression preferences and tie instruction to individual interests have seen students accelerate achievement and sustain their academic motivation and ambitions for longer periods.
It can be argued that classroom teachers know more about their students than even some parents, but getting to know each student well takes time. Renzulli Learning™ by Compass Learning® empowers teachers to more easily and quickly understand each student by generating a personal profile of each student’s top interests, learning preferences, and expression preferences—making it easier for teachers to more efficiently and effectively differentiate and personalize instruction. With more than 100,000 K–12 students
completing the Renzulli Student Profile™ each year, data is readily aggregated and educators can identify preferences and interests across a large sampling of the nation’s student
population, as well as identify trends that may impact student learning on a macro level.
Because we see the engagement, achievement, and excitement that students, teachers, and administrators share when using Renzulli Learning, we are compelled to share this data and engage a national discussion on student-centered personalized learning based on the decades of research and tested pedagogy around learning and expression preferences and interests.
For more than three decades Joseph Renzulli, PhD., and Sally Reis, PhD., education researchers, have pioneered influential new models to address student learning. Their research is centered on how personalization and differentiation—constructed around a student’s interests, learning preferences, and expression preferences—influence learning. The Renzulli Learning system is the culmination of these years of research and has proven to be successful in creating learning environments that are differentiated, project-based, and built on a student-focused pedagogy that makes learning truly personal.
Compass Learning
®Analysis Reveals
Students’ Interests, Learning Preferences, and Expression Preferences
Aggregated data from more than 100,000 K–12 students
nationwide indicates trends by grade level and gender.
ExECutIvE SummAry
It is no surprise that students across the United States have a diversity of learning and expression preferences as well as interests. But the data suggests that current pedagogy, classroom design, and classroom culture can impact students’ preferences and interests as much as the unique psyche of each individual. From the growing access to technology to the influence of adult mentors, the data suggests some causality in the preferences.
It is clear that the ubiquitous presence of technology has influenced a generation such that using electronic devices to learn is a growing preference. Five years ago 24 percent of all students showed technology as their primary learning preference. Today that number has grown to 28.6 percent—making technology as the preferred learning mode the fastest growing preference. Perhaps surprisingly, the learning mode preference that showed the greatest decline, dropping 4.5 percent from five years ago, is discussion—just over 14 percent of students five years ago preferred the interaction of discussion as compared to 9.5 percent of students today. During that period group work grew by a couple of percentage points.
Before one is tempted to conclude that technology over human interaction should be the focus, when one looks at the combined percentage of students who prefer peer tutoring, discussion, and group work—human interaction in their learning environment—nearly 40 percent of students prefer the human contact. While most classrooms still rely heavily on lecture as a primary classroom learning mode, less than 4 percent of students state a preference for that model; that was true five years ago and remains true today. The only mode that rates consistently lower than lecture is adult mentor. This might be a situation in which having a broader choice of mentors might increase the rating for the preference.
(Graph 1, Tables 1 and 2)
Prevalence of technology might also explain the significant growth in use of audio-visual as the most preferred expression preference for students. Five years ago, 25.3 percent of students indicated audio-visual as their preferred expression preference, while in 2013–14 academic year the number ballooned to 38.4 percent. The fact that many students now have access to devices that allow for the relatively easy creation and presentation of learning outcomes through visuals, photographs, videos, and/or digital platforms such as PowerPoint™ could well be the reason behind this significant increase. Similarly, the use of paintings, drawings, sculptures, and other artistic expression preferences grew significantly, from 12.3 percent to 20 percent. Expressing outcomes via public speaking showed the greatest decline, moving from 11.8 percent to 3.2 percent over the five years of data analyzed. Response rates around the use of technology to express learning grew less than 2 percent, suggesting that ‘technology’ is seen by students as a tool for other forms of expression, not as the primary method of expression. (Graph 2, Tables 3 and 4)
The opportunity to engage students around their primary interest, athletics, is great. Yet based on a somewhat smaller sampling of teachers completing the profile, there is a gap between the interests of students and the interests of teachers—a gap that can be closed.
Teachers tend to have primary interests in their areas of subject matter expertise, such as math, science, writing, literature, etc. But making use of the highest-rated interest among students, athletics, to teach core subjects has not historically been part of classroom design or curriculum. With indicated interest in athletics growing from 19.6 percent to 24 percent over five years, considering an approach that harnesses that interest to teach core subjects should be an option. Compared to five years ago, reading as a primary interest dropped by 5.5 percentage points, from 19 percent to 13.5 percent. Interest in technology grew from
continued
6.1 percent to 11.8 percent. There could be a transition to the use of technology for more reading, but the drop in reading as an interest should be cause for concern. During this five-year period there has been a growing focus on developing students’ interest in math and science. Math experienced an almost 3 percent increase, moving from 6 percent to 8.9 percent, while science saw a marginal increase, moving from 4.8 percent to 5.6 percent.
Gearing the classroom around the diverse interests of students will continue to be more difficult; aside from athletics (24 percent), reading (13.5 percent), and technology (11.8 percent), no other single area of interest rated above 9 percent, indicating a diversity of interests that teachers within current classroom formats may have difficulty addressing.
Allowing students some freedom to self-identify ways to learn core subjects tied to their interests might be the most efficient way to address this diversity. (Graph 3, Tables 5 and 6) Addressing student diversity will remain a core challenge for teachers in the classroom.
By analyzing students’ primary preferences and interests, and by adjusting classroom design to better address their needs, teachers can better engage and influence students to take ownership of their learning outcomes. Shifts over time suggest that techniques that work one year might be obsolete in five years, but they can also shift from year to year as students age, become more confident and self-aware, and have more opportunities to develop interests and preferences. The ubiquity of mobile computing devices and the plethora of applications that allow students to create and extend learning must be incorporated into both classroom design and pedagogical approach.
KEy FIndIngS For 2013–14 Learning Preferences
Across all grades, technology is the top learning preference with 28.6 percent, followed by games at 19.5 percent, peer tutoring at 15.4 percent, and group work at 12.5 percent.
33 percent of male students indicate technology as their top learning preference, while 24.7 percent of females ranked technology first, although it was the top female choice.
Learning through games showed a narrower gender gap, with males at 21.1 percent and females at 18 percent. While games were the male students, #2 preference, games were #3 for female students, behind peer tutoring at 18.7 percent.
Females preferred peer tutoring at 18.7 percent to males at 12.2 percent (#3 for males), and females ranked slightly higher than males in preferring group work at 13.6 percent to 11.2 percent.
There were no statistical differences between the genders regarding other learning preferences.
As students progress upward through grade levels, a subtle change develops regarding preferred learning preferences, with peer tutoring, discussion, and independent study gaining ground in high school (each around 12 percent), while group work tends to peak at 15-to-16 percent during middle school.
(See Graph 1, Tables 1 and 2 on page 9)
Expression Preferences
Close to 40 percent of students indicate a primary expression preference for audio- visual/display (38.7 percent), with 20 percent indicating artistic as their primary expression preference. No other expression preference rated higher than 10 percent.
While technology is a primary preference for learning, it was third at 9.4 percent as the preferred expression preference, followed by service (7 percent), dramatic (6.5 percent), commercial (4.1 percent), musical (4 percent), hands-on (3.9 percent), written (3.3 percent) and oral (3.2 percent).
Unlike learning preferences, where the differences by grade level were minimal,
expression preferences showed significant differences by grade level. For instance, more than 50 percent of third-graders’ primary expression preference was audio-visual, while fewer than 7 percent of 11th graders shared this as their primary preference.
As students age their primary expression preferences become more diverse, with all styles except written and oral reflecting double-digit percentages for expression preference in high school, while prior to 5th grade only audio-visual and artistic show double-digit percentages.
(See Graph 2, Tables 3 and 4 on page 10) Student Interests
When it comes to students’ primary interests, gender assumptions and possible stereotypes appear to come into play, as 36 percent of males indicate athletics as their primary interest, compared to 13.2 percent of females. The male preference is large enough that, overall, athletics rates as the primary area of interest across all grades for both genders.
Females’ primary interest is reading at 17.5 percent, followed by athletics at 13.2 percent, social action at 12.3 percent, and performing arts at 9.8 percent; history &
social studies and foreign language are at the bottom of the list with only 2.6 percent and 1.2 percent indicating those as primary interests, respectively.
Males’ primary interest is athletics at 36 percent, followed by technology at 16.4 percent, math at 10.1 percent, and reading at 9.3 percent; fine arts and video/
photography were at the bottom of the males’ primary interests at 2.2 percent and 0.5 percent, respectively.
Overall interest in math does not vary widely by gender, with 7.9 percent of females indicating it as their primary interest to 10.1 percent of males; female interest in math skews much lower after grade five.
Interest in science is identical for both genders, with 5.6 percent of both males and females rating it as their primary interest.
Overall, females indicate more diverse interests than males.
Other statistically significant differences in interests occur in:
reading—females 17.5 percent compared to 9.3 percent for males
technology—males 16.3 percent compared to 7.7 percent for females
social action— females at 12.3 percent compared to 4.1 percent for males
performing arts—9.8 percent for females compared to 2.7 percent for males
writing—6.2 percent for females compared to 3.2 percent for males
fine arts—6.5 percent for females compared to 2.2 percent for males (See Graph 3, Tables 5 and 6 on page 11)
continued
rEnzuLLI LEArnIng™ — An IntroduCtIon
A student’s first experience with Renzulli Learning is with the Renzulli Learning Student Profiler, a detailed digital questionnaire that allows the Renzulli software to generate a personal profile of each student’s top interests, learning preferences, and expression preferences, making it easier for teachers to get to know their students and effectively differentiate and personalize instruction. Once a profile has been generated, students and teachers may use it to guide their exploration of the thousands of digital educational resources in the Renzulli database. Students can engage in self-directed learning by
exploring safe, fully vetted resources that have been specifically matched to their individual profiles, and teachers can browse the database of resources to find activities that align to specific objectives, skills, or state and Common Core standards.
Within Renzulli Learning, teachers can assign activities and projects that help students:
Analyze informational texts, develop arguments, and defend a point of view
Research and draw information from multiple sources
Use mathematics to describe and solve real-world problems
Demonstrate deeper learning and understanding through project development, completion, and reporting
The resources in the Renzulli Learning system place a strong emphasis on the problem solving, creativity, and critical thinking skills that are often neglected in a ‘drill-and-kill’
learning environment. This helps ensure that learners prepare for college and careers while also developing the reasoning skills that ready them to perform well on state and Common Core assessments.
dESCrIptIonS oF LEArnIng prEFErEnCES Discussion
A discussion resource would be anything designed to spark critical conversation among peers, teachers, or other individuals. The resource might include pointed questions for students to discuss in class, or it may simply suggest the possibility of discussion.
Group Work
Group work resources are those that students can work on with the help of their classmates. These resources should be multi-faceted to allow for a division of responsibilities among group members.
Technology
Technology resources are those that involve the use of a computer or other piece of technology (e.g., microscope, telescope, etc.). Many websites and digital activities take advantage of a student’s interest in technological aspects of learning.
Programmed Instruction
Programmed instruction resources include a component that will direct the student through a lesson or activity. A good example of a programmed instruction resource is a digital tutorial that guides students through each step of a particular concept, providing questions, problems, and/or exercises for further inquiry and practice. Programmed instruction also encompasses resources that give step-by-step directions on how to build or create something.
Lecture
Lecture resources are those that present the student with information in a
straightforward and clear manner. These may include a primarily text-based web page that a student must read, downloadable audio files of university lectures, videos of speeches or lectures, etc.
Games
Game resources present the information that a student is learning or practicing in a fun and interactive manner. It is important that these games actually present and reinforce an academic component and are not mindless video- or arcade-type games.
Simulation
Simulation resources take students and virtually place them into the topic or concept that they are studying. These are often presented in a ‘what would you do’ manner.
Simulations can take the form of a computer program with which the student interacts digitally.
Peer Tutoring
Peer tutoring resources are those that students can take and help their fellow classmates to understand. There might be a component built in to these resources to guide the student through his or her tutoring experience, but more likely it will simply be a resource that would easily allow a more advanced student to help a less
advanced student.
Independent Study
Independent study resources are those that a student can study autonomously. They should not include any group components and should allow a student to comprehend all concepts and apply them individually.
dESCrIptIonS oF ExprESSIon prEFErEnCES Written
Written products are self-explanatory. These products can include essays, creative pieces, reports, research papers, etc.
Commercial
Commercial products are those in which the student produces a commodity for commercial consumption. These could include new products or inventions, an improvement on a previous product, marketing of an idea, etc.
Musical
Musical products utilize a student’s musical talents and abilities. Specific products may be original compositions, performance of a musical piece, etc.
Oral
Oral products are those that engage a student’s public speaking abilities. These
products most often take the form of an oral report or presentation performed in front of the student’s class, but they may include presentations or lectures in the community or other forum—any situation in which a student orally communicates information to a live audience.
continued
Hands-on
Hands-on products include anything in which the student creates or manipulates a physical object. Examples can include scientific experiments and demonstrations, etc.
Artistic
Artistic products utilize a student’s abilities and talents in the arts. Specific products could be paintings, drawings, sculptures, or any other art form.
Audio-Visual/Display
A-V/display products are those in which the student takes information he or she has learned and presents it to others through speech and/or visuals. Visual elements might include posters, slide shows, videos, etc.
Dramatic
Dramatic products are those in which the student converts information from a learning resource into dramatic form. While the culmination of this product is almost always a play or skit, it is important to keep in mind all aspects of its production, including writing, directing, producing, performing, staging, sound, etc.
Service
Service products are those in which a student contributes work or assistance to the community in some way. A student should take information they have learned from a resource and use it to the community’s measurable benefit. Examples may include a neighborhood clean up, educating peers on the plight of poverty, volunteering at a soup kitchen, building or refurbishing a playground, etc.
Technological
Technological products are those in which students express what they have learned in a technological form. This can be as simple as a PowerPoint presentation but may include software programming and other such advanced technological applications.
dESCrIptIonS oF StudEnt IntErEStS Athletics/Sports
This may be an interest area for students who enjoy physical activity or are interested in learning about sports figures, diet, nutrition, exercise, physical fitness, or sports medicine.
Business
This could be an interest area for students with an aptitude for making money, organizing or starting a business, being in a leadership role, or dealing with people; example activities might include serving as a play director or yearbook editor.
Fine Arts
This is an interest area for students who may appreciate color, texture, and designing and/or crafting items such as fabric, jewelry, furniture, or clothing; sample activities and projects could include set and costume design and graphic or photographic layouts.
Foreign Language
This is an interest area for students determined to learn new languages and explore other cultures. This interest area includes sign language.
History & Social Studies
This is an interest area for students who may enjoy exploring or studying the past, including military and political campaigns, famous historical figures, antiques, vintage photographs, archaeology, and oral histories (conducting interviews with people about their past experiences).
Literature/Reading
This is an interest area for students who enjoy reading novels, short stories, literary prose, poetry, and other types of literature.
Mathematics
This is an interest area for students who enjoy working with numbers, problems, patterns, and logic (including using computers and solving logic puzzles and word problems).
Performing Arts
This is an interest area for students who enjoy performing and watching and listening to music, dance, pantomime, or drama. This area can include helping in a backstage area to direct, manage, or handle sets and scenery.
Photography/Video
This is an interest area for students who are interested in exploring the process of producing still images and/or video, including the creation of multimedia presentations.
Science
This is an interest area for students who enjoy activities related to biology, chemistry, environmental studies, geology, physics, or astronomy and producing something with this knowledge, such as conducting an experiment, building a science fair project, putting on a demonstration, conducting a lecture, or collecting and displaying specimens.
Social Action
This is an interest area for students who are motivated by legal, moral, social, or
philosophical issues (e.g., discrimination, women’s rights, AIDS victims, animal rights, and environmental issues). Students may choose to work with civic or political groups. This category encompasses resources relating to volunteer work.
Technology
This is an interest area for students who may like activities that involve computers, multimedia or audiovisual equipment, and communication, including programming and the creation of networks, games, or apps.
Writing
This is an interest area for students who enjoy writing in any genre, including fiction, poetry, essays, or journalism.
dAtA AggrEgAtIon
The data in this document is derived from Renzulli Learning Student Profiles completed by more than 100,000 K–12 students across the United States during the 2013–14 academic year. The data was then aggregated to provide the necessary insights.
To learn more, email [email protected]
Graph 1:
0 5 10 15 20 25
30 28.63%
19.48%
15.38%
12.46%
9.54%
5.00% 4.31% 3.39%
1.42%
0.16%
Learning Preference by Percentage
Technology
Games Group
Work
TutoringPeer Discussion Independent
Study
Programmed Instruction
Lecture Simulation
Adult Mentor
Percentage
Table 1:
Learning Preference by Grade Level
GRADE LEVEL
TOP LEARNING STYLE 1 2 3 4 5 6 7 8 9 10 11 12
Technology 22.83% 27.96% 28.88% 28.40% 30.66% 29.52% 29.69% 26.36% 29.40% 28.98% 32.58% 22.97%
Games 38.00% 22.07% 18.58% 18.91% 17.72% 17.70% 16.41% 15.92% 15.51% 11.84% 10.61% 10.60%
Peer Tutoring 14.03% 18.92% 18.29% 15.90% 13.69% 12.24% 12.38% 11.85% 12.96% 12.24% 16.67% 13.78%
Group Work 7.19% 9.18% 11.20% 12.83% 13.68% 15.96% 14.81% 14.92% 9.72% 16.33% 8.33% 12.01%
Discussion 6.34% 8.66% 9.55% 10.42% 9.28% 8.87% 10.47% 12.38% 10.19% 9.39% 6.82% 11.66%
Independent Study 3.29% 3.39% 4.19% 4.68% 5.56% 6.04% 6.57% 7.80% 8.33% 7.35% 8.33% 11.31%
Programmed
Instruction 4.63% 5.17% 5.32% 4.53% 3.60% 3.41% 3.17% 3.21% 6.48% 4.08% 7.58% 8.13%
Lecture 2.97% 3.41% 3.15% 3.16% 3.38% 3.65% 3.76% 4.44% 5.09% 6.53% 3.79% 7.42%
Simulation 0.69% 0.59% 0.69% 1.05% 1.97% 2.42% 2.48% 2.76% 1.39% 2.45% 3.79% 2.12%
Adult Mentor 0.02% 0.11% 0.13% 0.10% 0.17% 0.19% 0.25% 0.35% 0.93% 0.82% 1.52%
Table 2:
Learning Preference by Gender
TOP LEARNING STYLE
GENDER
Female Male Technology 24.70% 33.05%
Games 18.07% 21.11%
Peer Tutoring 18.36% 12.21%
Group Work 13.62% 11.24%
Discussion 9.62% 9.49%
Independent
Study 5.46% 4.52%
Programmed
Instruction 4.51% 4.11%
Lecture 3.71% 3.05%
Simulation 1.86% 0.95%
Adult Mentor 0.08% 0.24%
Graph 2:
38.36%
20.03%
9.38%
7.03% 6.50%
4.08% 3.99% 3.89% 3.29% 3.22%
Expression Preference by Percentage
Audio-Visual /Display
Artistic Service Technological Dramatic
Commercial Musical
Hands-On Written
Oral
Percentage
0 5 10 15 20 25 30 35 40
Table 3:
Expression Preference by Grade Level
GRADE LEVEL
TOP LEARNING STYLE 1 2 3 4 5 6 7 8 9 10 11 12
Audio-Visual/
Display 41.54% 50.32% 50.78% 46.42% 31.03% 22.44% 20.22% 18.62% 15.51% 11.02% 6.82% 10.25%
Artistic 31.59% 20.39% 18.32% 19.07% 20.43% 20.37% 19.84% 17.25% 17.13% 18.78% 17.42% 11.66%
Technological 3.02% 3.89% 5.38% 7.62% 13.54% 15.54% 15.55% 13.73% 14.58% 16.33% 14.39% 10.60%
Service 9.03% 8.40% 8.31% 6.89% 5.98% 5.35% 5.30% 6.22% 6.71% 8.57% 9.85% 16.25%
Dramatic 2.74% 2.97% 3.38% 4.76% 8.35% 11.48% 12.30% 12.30% 11.34% 13.06% 15.91% 7.07%
Commercial 3.27% 4.89% 5.23% 5.58% 3.27% 2.63% 2.49% 2.23% 0.46% 0.41%
Musical 0.83% 1.07% 1.32% 2.20% 5.39% 7.93% 8.87% 10.64% 12.27% 10.61% 13.64% 7.42%
Hands-on 0.85% 0.70% 0.88% 2.13% 6.05% 7.97% 8.35% 9.43% 8.80% 9.80% 12.88% 7.07%
Written 3.66% 3.50% 3.20% 2.73% 3.17% 3.28% 3.55% 4.52% 7.64% 3.67% 3.03% 8.48%
Oral 3.46% 3.33% 3.20% 2.59% 2.78% 3.02% 3.52% 5.07% 5.56% 7.76% 6.07% 21.20%
Table 4:
Expression Preference by Gender
TOP LEARNING STYLE
GENDER
Female Male Audio-Visual/
Display 45.67% 30.57%
Artistic 21.23% 18.82%
Technological 3.23% 16.13%
Service 5.90% 8.30%
Dramatic 8.91% 3.89%
Commercial 1.64% 6.76%
Musical 4.49% 3.46%
Hands-on 2.43% 5.51%
Written 3.57% 3.00%
Oral 2.93% 3.56%
Graph 3:
23.99%
13.54%
11.82%
8.92% 8.34%
6.39%
5.59%
4.75% 4.46% 4.19% 3.80%
3.10%
0.88%
Student Interest by Percentage
Athletics
Reading Mathematics Technology Social
Action Performing
Arts Science
Writing
Fine Arts Foreign
Language Business
Video/
Photography History &
Social Studies
Percentage
0 5 10 15 20 25
Table 5:
Student Interest by Grade Level
GRADE LEVEL
TOP LEARNING STYLE 1 2 3 4 5 6 7 8 9 10 11 12
Athletics 12.47% 17.64% 21.54% 24.57% 25.80% 30.54% 31.47% 31.39% 25.69% 26.94% 33.33% 13.07%
Reading 27.12% 17.01% 15.18% 13.25% 11.36% 9.54% 8.68% 8.55% 9.03% 9.39% 9.85% 13.43%
Technology 15.94% 13.20% 12.68% 12.46% 11.28% 10.39% 9.74% 8.27% 7.87% 7.76% 11.36% 6.36%
Mathematics 6.52% 8.61% 10.46% 11.26% 9.49% 6.37% 5.89% 4.64% 4.63% 3.67% 3.79% 3.18%
Social Action 10.46% 12.98% 11.94% 9.80% 5.92% 4.04% 2.70% 2.23% 2.31% 2.86% 2.27% 8.13%
Performing Arts 2.44% 3.41% 3.62% 4.66% 7.70% 10.59% 12.00% 13.28% 12.96% 13.47% 11.36% 7.42%
Science 6.66% 6.05% 5.27% 4.95% 6.26% 5.93% 5.25% 4.48% 6.02% 4.49% 3.03% 5.30%
Writing 5.74% 7.22% 6.21% 4.84% 3.79% 2.43% 3.02% 2.99% 3.24% 2.04% 1.52% 3.89%
Fine Arts 2.58% 2.28% 2.27% 3.33% 6.40% 7.25% 7.41% 6.85% 5.56% 7.35% 9.85% 6.36%
Business 3.36% 4.80% 4.51% 4.44% 4.00% 3.29% 3.46% 4.03% 5.79% 6.94% 3.79% 12.37%
Video/Photography 3.48% 2.96% 3.04% 3.50% 3.68% 4.58% 5.21% 6.36% 6.71% 7.76% 4.55% 7.07%
History &
Social Studies 2.81% 3.12% 3.04% 2.64% 3.21% 3.16% 3.22% 4.32% 3.70% 4.90% 3.03% 7.77%
Foreign Language 0.41% 0.19% 0.24% 0.29% 1.11% 1.88% 1.95% 2.62% 6.48% 2.45% 2.27% 5.65%
Table 6:
Student Interest by Gender
TOP LEARNING STYLE
GENDER
Female Male Athletics 13.15% 35.94%
Reading 17.49% 9.29%
Technology 7.72% 16.35%
Mathematics 7.87% 10.11%
Social Action 12.30% 4.06%
Performing
Arts 9.81% 2.69%
Science 5.64% 5.57%
Writing 6.15% 3.25%
Fine Arts 6.53% 2.22%
Business 4.26% 4.14%
Video/
Photography 5.24% 2.24%
History &
Social Studies 2.65% 3.61%
Foreign
Language 1.20% 0.54%
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About Compass Learning
Compass Learning was established in 1969, and for more than four decades the company has toppled barricades to student success by delivering award-winning K–12 learning acceleration software™. Based in Austin, Texas, one of the world’s most connected cities, Compass Learning brings together educational thought leaders, content experts, software engineers, designers, animators, and scriptwriters and challenges them to create the tools, skills, and resources educators need to leverage their time and energy to
personalize the learning experience and maximize student achievement. The result is a full suite of software and service solutions precision-built to help educators meet today’s toughest instructional challenges. The Compass Learning approach combines rigorous, research-based instruction with fun, engaging digital content and real-time, actionable data to produce greater student progress faster.
