International study finds students using CENTURY up to 58% more likely to exceed expected progress

A new study anayysing more than 3,300 student progress outcomes across eight international schools over four academic years has found a strong link between engagement with CENTURY and academic progress. Students who engaged most were up to 58% more likely to exceed expected progress in maths and 29% more likely in English.

The study, conducted across Inspired Education Group schools in Europe, the Americas and Asia, compared students’ engagement with CENTURY against their performance in independent, external assessments over four academic years.

The findings provide compelling evidence of the relationship between purposeful use of personalised learning technology and stronger academic outcomes, with students who used CENTURY more regularly and covered more of the curriculum consistently outperforming their less-engaged peers.

*58% is the relative difference, equal to 14 percentage points (37.7% compared with 23.7%).
**29% is the relative difference, equal to 8 percentage points (36.9% compared with 28.5%).

More engagement, stronger progress

The analysis found a clear relationship between students’ engagement with CENTURY and their likelihood of exceeding expected progress in both maths and English.

• 58% more likely to exceed expected progress in maths: 38% of the highest-engagement students exceeded expected progress, compared with 24% of the lowest-engagement students.
• 29% more likely to exceed expected progress in English: 37% of the highest-engagement students exceeded expected progress, compared with 28% of the lowest-engagement students.
• Consistent use makes a difference: Students who used CENTURY regularly throughout the year were also more likely to exceed expected progress, with an 11 percentage point difference in maths and 7 percentage points in English.

The findings highlight the importance of both regular engagement and breadth of learning. Students who used CENTURY consistently and worked across more of the curriculum were more likely to make stronger progress than those whose engagement was less frequent or more limited.

Helping international schools drive better learning outcomes

CENTURY combines assessment, AI-powered personalised learning and real-time insights for teachers, helping schools provide targeted support, reinforce classroom learning and identify gaps in understanding.

For school leaders, the findings reinforce the value of embedding personalised learning into everyday teaching and learning, rather than relying on occasional use. CENTURY’s engagement data also gives teachers an opportunity to identify students who may need additional support and intervene earlier.

Mike Lambert, Global Education Director at Inspired Education Group, said:

“We are delighted that across more than 3,300 annual progress tests in eight Inspired schools, 31% of results showed above-expected progress, against a norm expectation of 25%. Below-expected progress ran at 17%, a third lower than the norm. As such our pupils were around twice as likely to make above-expected progress as below-expected progress when using CENTURY Tech.”

The study adds to the growing evidence supporting the use of CENTURY to help schools deliver personalised learning at scale, giving teachers actionable insights and helping more students make meaningful academic progress.

Download the full impact report to explore the findings in detail.

Discover how CENTURY supports international schools or book a demo to see how personalised learning can support progress in your school.