Advancing Competency-Based Pathways to College and Career Readiness: A State Policy Framework for Graduation Requirements, Assessment and Accountability

Autor/inn/en	Curl, Cory; Bowles, Anne
Institution	Achieve, Inc.
Titel	Advancing Competency-Based Pathways to College and Career Readiness: A State Policy Framework for Graduation Requirements, Assessment and Accountability
Quelle	(2013), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; College Readiness; Career Readiness; State Policy; Educational Policy; Graduation Requirements; Accountability; Mastery Learning; Student Educational Objectives; Student Evaluation; Individualized Instruction; Skill Development; Summative Evaluation; Educational Quality; Equal Education; Alignment (Education); Academic Standards + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Politics of education; Bildungspolitik; Abschlussordnung; Verantwortung; Schulnote; Studentische Bewertung; Individualisierender Unterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Quality of education; Bildungsqualität
Abstract	This state policy framework, focused on graduation requirements, assessment, and accountability, is designed to assist states in building a policy structure that contributes to statewide adoption and implementation of competency-based pathways (CBP) that support all students in reaching college and career readiness, as defined by the Common Core State Standards (CCSS). CBP can help all students reach college- and career-ready standards through the following strategies: students advance upon demonstrated mastery; competencies are designed to include learning objectives that empower students; assessments that are meaningful learning experiences; rapid and differentiated support for students; emphasis on the application and creation of knowledge, and learning processes that encourage students to develop skills and dispositions important for success in college, careers, and citizenship. It recognizes that there is no one-size-fits all strategy to advancing policies that support CBP, that everything does not have to happen at once, and that both the vision and approach to implementation will vary across states. It anticipates that states' visions will fall along a continuum from keeping the current system largely intact to reimagining the traditional, time-based education system. It also anticipates that the path that they will take to implement this vision will vary based on state priorities and policy context, as well as preferred scale and rate of change. The framework is organized according to three major policy areas in which states have a significant role: graduation requirements, summative assessment and state accountability systems. Within each policy focus area, the framework addresses the following crosscutting elements: (1) Characteristics of the area that are unique in CBP; (2) Timing and frequency; (3) State role in advancing change toward CBP; (4) Ensuring quality, consistency and alignment -- particularly in the interest of equity; and (5) Postsecondary alignment, credibility and use. For each of the five cross-cutting elements, the framework addresses the following categories: (1) Policy questions; (2) Policy levers; and (3) Potential options. (ERIC).
Anmerkungen	Achieve, Inc. 1775 Eye Street NW Suite 410, Washington, DC 20006. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.achieve.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01