This report provides a model for competency-based programming aligned to rigorous standards--specifically targeted at off-track youth. The brief outlines the process of developing competencies for struggling students while adhering to the Common Core State Standards and producing college-ready graduates. To contextualize these steps, the report refers to the example of the Boston Day and Evening Academy (BDEA). Tools and resources are integrated throughout the brief to provide a glossary of terms and thorough explanations of key concepts to assist practitioners with the material.
Many schools, districts, and states are looking for alternatives to the traditional seat time- and credit hour-based system. While mastery- or competency-based education (CBE) principles have a history in vocational settings, CBE models are new to the K-12 setting. The Proficiency-Based Pathways Project, funded by the Nellie Mae Education Foundation in partnership with the Bill and Melinda Gates Foundation, awarded grants to seven projects operating in 11 schools that employ a range of competency-based education models.
This report discusses the efforts to increase personalized learning opportunities with the implantation of the Blended Learning for Alliance School Transformation, or BLAST model at the Alliance Tennenbaum Family Technology High School, a charter school on L.A.’s eastside.
At the core of the transformation of education toward student-centered learning[i] is the ability to personalize learning for each student, to open student pathways, and to encourage student voice and choice in next generation education models.
This report describes the history of the credit hour and redefining the credit hour in a way that accounts for measuring student learning. The report also describes emerging efforts to measure student learning, such as the Degree Qualifications Profile, Tuning USA, and competency-based programs. Finally, the report provides federal policy recommendations for awarding credit hours based on student learning through three tools: the credit hour, experimental sites, and direct assessment.
This issue brief advocates for the transition from a K-12 system based on seat time (i.e. the Carnegie Unit) to competency-based education. It outlines the rationale behind this change and provides four key suggestions for state policy change.