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State Policy Resources

Page history last edited by Tamara Berry 5 years, 4 months ago

Status of Competency Education by State

iNACOL reviews state policy and identifies those states that are the most advanced in policy development. You can find information about policy, initiatives, which districts and schools are moving towards competency-based education, and institutions of higher education that are interested in competency education on each of the state pages. You can either find the state you are interested here or simply search for it.

Advanced

A handful of states are racing ahead, designing policies that boldly advance competency-based learning. They provide excellent building blocks in the nascent field of competency-based systems for designing comprehensive state policy frameworks. Drawing upon the lessons learned from the most advanced states, an initial starting point for aligning the policy infrastructure include:

Eliminating seat-time and redefine awarding credits based on competencies.
Requiring districts to offer competency-based credits so that students have competency-based options.
Providing support mechanisms, including technical assistance providers, to create competencies, train teachers, and establish information management systems.
Establishing quality-control mechanisms to safeguard equity and to ensure that higher expectations for student learning are not compromised.
Expanding learning options in the community, after school, and through online courses.
Aligning higher education with K–12 competency-based efforts. Teacher training, college admissions, and streamlining budgets to support accelerated learning are all critical elements to creating a sustainable competency-based approach.
Designing balanced assessment systems and accountability systems that provide valuable information for improving student learning and school performance.

States include:
Arkansas

Developing
Developing states are those states with pilots in competency education, credit flexibility policies or advanced next generation policies. Increasingly, states are creating policies that create opportunities for innovation through pilots or credit flexibility. These policies provide districts with the ability to use competency-based learning instead of seat-time. There are two drawbacks to promoting innovation through credit flexibilty. First, it relies on districts taking advantage of the enabling policy. Experience in other states suggests that there is rarely much uptake unless the state provides supportive mechanisms such as training, technical assistance, peer networks, or pilots. Second, there is a risk of districts implementing credit flexibility with inconsistent attention to quality and the level of academic standards. States may need to establish quality-control mechanisms.

States include:
Alabama

Nevada
North Carolina

Oklahoma

Pennsylvania

West Virginia

Wisconsin

Emerging