The Every Student Succeeds Act supports personalized learning (PL) to close achievement gaps of diverse K-12 learners in the United States. Implementing PL into a classroom entails a paradigm change of the educational system. However, it is demanding to transform traditional practice into a personalized one under the pressure of the annual standardized testing while it is unclear which PL approaches are more likely to result in better academic outcomes than others. Using national survey data of ELA teachers in identified learner-centered schools, this study compared high and low-performing learner-centered schools (determined by their standardized test results) in terms of their use of five PL features (personalized learning plan, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, and multi-year mentoring) and their use of technology for the four functions of planning, learning, assessment, and recordkeeping. Generally, teachers in high-performing schools implemented PL more thoroughly and utilized technology for more functions than those in low-performing schools. Teachers in high-performing schools more frequently considered career goals when creating personal learning plans, shared the project outcomes with the community, and assessed non-academic outcomes. They stayed longer with the same students and developed close relationships with more students. Also, they more frequently used technology for sharing resources and reported having a more powerful technology system than those in low-performing schools. This study informs educators, administrators, and researchers of which PL approaches and technology uses are more likely to result in better academic outcomes measured by standardized assessments.

每个学生成功法案支持个性化学习 (PL)，以缩小美国不同 K-12 学习者的成绩差距。将 PL 实施到课堂需要改变教育系统的范式。然而，在年度标准化考试的压力下，需要将传统实践转变为个性化实践，而目前尚不清楚哪种 PL 方法比其他方法更有可能产生更好的学术成果。本研究使用确定的以学习者为中心的学校的 ELA 教师的全国调查数据，比较了以学习者为中心的学校（由其标准化测试结果确定）在使用五个 PL 特征（个性化学习计划、能力基于学生进步、标准参考评估、基于项目或问题的学习，和多年指导）以及他们将技术用于规划、学习、评估和记录保存这四个功能。一般来说，与低绩效学校的教师相比，高绩效学校的教师更彻底地实施了 PL，并且将技术用于更多功能。高绩效学校的教师在制定个人学习计划时更频繁地考虑职业目标，与社区分享项目成果，并评估非学术成果。他们与相同的学生呆的时间更长，并与更多的学生建立了密切的关系。此外，他们更频繁地使用技术来共享资源，并报告说他们拥有比表现不佳的学校更强大的技术系统。这项研究为教育工作者、管理人员、