Competency-based learning

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Competency-based learning refers to an education model based on performance, rather than time spent in a classroom (Carnegie unit). In this model students progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning. This type of learning is also sometimes referred to as proficiency-based, mastery-based, outcome-based, performance-based, and standards-based education, instruction and learning. There is no single model or universally used approach for this type of learning, and its implementation varies greatly from state to state or school to school.

According to the U.S. Department of Education, "competency-based strategies provide flexibility in the way that credit can be earned or awarded, and provide students with personalized learning opportunities. These strategies include online and blended learning, dual enrollment and early college high schools, project-based and community-based learning, and credit recovery, among others."

This type of personalized, targeted learning is thought to improve student engagement and performance, and achieve greater efficiency and productivity within education systems. Both the content and pace of learning are tailored to each student's unique needs. Competency-based systems create multiple pathways to graduation, use more technology, utilize teacher skills differently, take advantage of learning opportunities outside of school, and target interventions to meet the specific learning needs of students.

Implementation

State level

The U.S. Department of Education lists three states that have taken steps toward implementing competency-based learning models:

1. New Hampshire is initiating high school redesign that replaces the time-based system with a "competency-based system focused on personalized learning, strong teacher-student relationships, flexible supports, and development of 21st century skills."
2. Michigan passed in 2010 what is called a Seat Time Waiver, "to districts that want to offer pupils access to online learning options and the opportunity to continue working on a high school diploma or grade progression without actually attending a school facility."
3. Ohio adopted a Credit Flexibility Plan in 2009, which "allows students to earn high school credit by demonstrating subject area competency, completing classroom instruction, or a combination of the two. Under this plan, subject area competency can be demonstrated by participation in alternative experiences including internships, community service, online learning, educational travel, and independent study."

District level

Efforts to implement competency-based learning are being made at the district and school levels across the country. Organizations like Re-inventing Schools Coalition (RISC), and Big Picture Learning help schools and districts transition from time-based education (based on the Carnegie unit), to a personalized performance-based model. The RISC has 20 active organizations, including 12 school districts in Maine, 173 schools and 80,425 students, which are implementing their approach based on personal mastery. They are also working the New York City DOE and the Adams 50 School District near Denver, Colorado, with Charleston County School District in Charleston, South Carolina, and individual schools such as Sierra Charter School in California and Kehillah Schechter Academy in Massachusetts.

The RISC learning model was designed originally for a rural Alaska district, the Chugach School District, which replaced the Carnegie unit and grade levels with ten performance levels by creating and implementing thematic units, tools, assessments and instructional approaches not tied to seat-time.

See also

• Public education in the United States
• Education policy in the United States

External links

• U.S. Department of Education, "Competency-based learning or Personalized learning."