Reaching the Tipping Point: Insights on Advancing Competency Education in New England. CompetencyWorks Report

Autor/in	Sturgis, Chris
Institution	iNACOL; CompetencyWorks
Titel	Reaching the Tipping Point: Insights on Advancing Competency Education in New England. CompetencyWorks Report
Quelle	(2016), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; State Policy; Educational Policy; Student Certification; Educational Strategies; Equal Education; Scaling; Sustainability; School Districts; Case Studies; Educational Change; Student Centered Learning; Educational Benefits; Accountability; Models; Connecticut; Maine; Massachusetts; New Hampshire; Rhode Island; Vermont + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Politics of education; Bildungspolitik; Schulzeugnis; Lehrstrategie; Scale construction; Skalenkonstruktion; Nachhaltigkeit; School district; Schulbezirk; Case study; Fallstudie; Case Study; Bildungsreform; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsertrag; Verantwortung; Analogiemodell; Master-Studiengang
Abstract	In the upper northeast corner of the United States, the commitment to competency education has grown so strong that entire states are embracing it through high-leverage comprehensive policies. Of the six New England states -- Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont -- four have established comprehensive state policies that seek 100 percent of districts to offer competency-based diplomas; one has created a permissive policy so that any district that wants to can become competency-based without expectation that they do so; and only one, Massachusetts, continues to stay the course despite the obstacles created by the traditional time-based system. In the first section of this paper, the core concepts of competency education will be introduced. In the next section, the author looks at the question of why and how the region of New England, with some of the most high-achieving education systems, has embraced competency education. The third section seeks to glean insights from across the states. The final section provides an early analysis about the impact of state strategies toward quality and equity, scaling, and sustainability. In the appendix, readers will find a synopsis of each state strategy, complemented by short case studies of districts and schools. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01