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Giving Compass' Take:
· Getting Smart looks into the impact of competency-based learning and provides a list of 18 state policies that support competency-based programs and learning.
· What effect does competency-based learning have on student success and future outcome?
ExcelInEd released the report “Policy, Pilots and the Path to Competency-Based Education: A National Landscape” in Spring 2017, which tracks the CBE policy efforts states have made. Below is a listing of state policy examples grouped by features of: flexibility from time-based systems, competency-based diplomas, acceptance of competency-based diplomas and credits by higher education, flexible learning, state assessments, and innovation pilots.
Flexibility from Time-Based Systems
New Hampshire abolished the Carnegie Unit and awards credits diplomas based on demonstrations of competency rather than seat time (codified as Minimum Standards for School Approval).
Michigan allows Local Education Agencies (LEAs) to apply for a waiver of the minimum seat-time requirements.
Oregon’s credit options allow LEAs to offer credits based on demonstration of proficiency. This can include completion of classroom or equivalent work “designed to measure proficiency or mastery of identified standards (knowledge and skills) in class or out of class, where hours of instruction may vary.”
Utah’s State Board of Education defined a “non-traditional program” to include distance learning, blended learning, online learning, or competency-based learning. The policy allows LEAs to “adopt a written policy that designates a continuing enrollment measurement…for each student enrolled in the nontraditional program.”
Maine is transitioning to a proficiency-based diploma for all students, adopting a set of Guiding Principles to define cross-curricular skills for which each student must demonstrate proficiency for high school graduation.
Read the full list of state policies supporting competency-based programs at Getting Smart.