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Submitted by Garet Fryar on
This paper examines readiness assessments and transition curricula in all 50-states and Washington, D.C.
Submitted by George Knowles on
On Monday, February 10, the National Center on Time and Learning (NCTL) held a Webinar titled “Understanding the Costs to Expand Learning Time in School.” The Webinar reported on findings from the “Financing Expanded Learning Time Schools” report, which was released with support from The Wallace Foundation.
This report examines both the educational and political dimensions of time reform, presents the findings of a wide range of research on time reform, discusses the impact of various time reforms on the life of schools and beyond, and makes recommendations for policymakers about how to best leverage time in and out of school to improve student achievement.
This report defines 21st century skills and describes the need for integrating these skills into teaching and assessment in order to improve student learning. This report also provides information about assessments for measuring these skills.
Schools today are struggling to achieve innovation, efficiency, and effective reform with limited financial resources. To allay these challenges met by education leaders, the U.S. Department of Education has suggested some approaches to increase educational productivity. Among these recommendations, the Department makes a strong case for policies targeted at personalized learning and competency-based pathways.
This brief argues that a competency-based approach to education is necessary to maximize learning opportunities and student diversity in the 21st century. Drawing from expertise in the field and the preexisting research base, this paper attempts to pinpoint the characteristics of high-quality and effective competency-based pathways. Additionally, it articulates the conditions wherein innovation and implementation of competency-based approaches have surged, and the associated setbacks and challenges states and districts are facing as a result.
