Digital Promise
AUGUST 26, 2015
For the 2014-15 school year, Piedmont Middle School, in rural northeast Alabama, reimagined how its students learn by letting them progress based on their mastery of skills and standards. In 2014-15, 95 percent of Piedmont students graduated, putting it in the top 5 percent in the state. Credit: CompetencyWorks, iNACOL.
The Hechinger Report
DECEMBER 19, 2021
The district convened a series of meetings with teachers, school leaders, parents, city officials and community members to discuss what kind of educational system the community needed. Related: Why a high-performing district is changing everything with competency-based learning.
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The Hechinger Report
JANUARY 10, 2020
Her teacher has embraced competency-based learning, which asks students to take more control in the classroom. Melanie Acevedo was a teacher during the 2014-15 school year when Taymore tapped her for an exploratory committee to research the model and its results. Adams ties these gains to competency-based education.
Edsurge
APRIL 4, 2017
Rethinking Success in a Supportive Climate As a first step, Sanborn ditched its traditional, letter-based grading system and instead adopted a set of rubrics that reflect a student’s competency on state and district academic standards. The rubrics use descriptors such as: limited, in-progress, meeting and exceeding.
The Hechinger Report
APRIL 21, 2019
The shift came to the school ahead of a statewide deadline to have proficiency-based graduation requirements in place for all of Vermont’s 2020 high school graduates. The requirements came as part of a broader effort to make education in Vermont more student-centered, with an emphasis on customization, flexibility and project-based work.
The Hechinger Report
APRIL 8, 2018
With more college students now considered nontraditional than traditional, higher education institutions have been scrambling to shift their models to better meet their needs. Many have turned to competency-based education, known as CBE, to reach the increasingly important returning adult learner.
The Hechinger Report
AUGUST 3, 2016
There’s an assumption that virtual school students are closed off, online all day, and they don’t ever meet anyone. During these introductory sessions, by phone or web chat, Kent explains course logistics — for example, how she and the student will meet (virtually) at least once a month and how to upload weekly assignments.
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