This report includes a scan of K-12 credit policies in all 50 states and the District of Columbia. The scan explores which states have policies that define credit based solely on seat time and which states allow for more flexibility when awarding course credits. The report uses five categories to organize state credit policies ranging from the complete abolishment of the Carnegie Unit to the use of alternative credit policies only in special circumstances such as credit recovery.
Yesterday we shared some highlights from the first year of the College and Career Readiness and Success (CCRS) Center. Today we’d like to share some of our plans for Year 2!
Over the course of our first year, we have seen three major CCRS themes emerge that will form the cornerstones of our work moving forward: multiple pathways to success, P20-W alignment, and indicators and measures of college and career readiness.
This policy brief is the first in a series of briefs on how the federal government can support competency-based education. The brief opens with a description of competency-based education and a working definition, followed by state examples that illustrate a shift towards competency-based education. The brief also discusses the federal role in expanding competency-based education, including barriers in federal accountability and assessment policies.
In a competency-based education (CBE) environment:
Texas A&M University and South Texas College, in partnership with Pearson Education and funded by the Bill & Melinda Gates Foundation, will offer competency-based hybrid degrees next spring. The program, known as the Texas Affordable Baccalaureate Program, will allow students to earn a degree in organizational leadership. The program requires students to complete a 90-hour online credit program that uses a competency-based curriculum. The sessions can be completed at the student's own pace and will cost less than $1,000.
Achieve has released a new state policy framework, Advancing Competency-Based Pathways to College and Career Readiness, to support state education policymakers in envisioning and planning for policies that encourage student-centered approaches designed to help all students learn the full scope of the Common Core State Standards (CCSS).
The traditional model of credit accumulation adopted by states across the United States is based upon a seat-time requirement known as the Carnegie Unit. Using this model, students must be seated in a class for specific number of hours in order to receive credit for the course. This is true for all students, regardless of prior knowledge, skills, or experiences, and has been the primary means of credit accrual in the United States since the early 20th century.
At 10 p.m. on Monday, September 2, at 9 a.m. on Tuesday, September 3, and at 11 a.m. on Sunday, September 8, 2013 (all Central Time), Illinois public television viewers can watch Implementing Competency-Based Education Practices in the Midwest, a REL Midwest Making Connections event produced with WTTW in Chicago and taped with a studio audience. The program archive will be available online later in September.
This post is the second in a two-part series following the webinar, “Promising Practices and Considerations for Districts in Competency-Based Education”, where presenters are responding to questions submitted by participants.
On July 16, the College and Career Readiness and Success Center at the American Institutes for Research and the American Youth Policy Forum co-hosted a webinar, “Promising Practices and Considerations for Districts in Competency-Based Education.” A brief summary of the webinar is available here.