What is Competency-Based Learning? Nicholas Donohue //Feb. 13, 2013 // 9:01 AM

There is a movement afoot to refocus education around demonstrated mastery of skills rather

than seat time.

It’s time to rethink our assembly line approach to schooling and begin engaging students in more

personalized and tailored ways. Luckily, a student-centered movement is gaining momentum in

communities nationwide. One dimension of this movement is the promotion of competency-based

education. Others include the development of richer tests, and enabling learning to happen

anywhere at any time.

The approach called “competency-based education” is characterized by a flexible use of time that

allows students to progress at their own pace and advance upon demonstration of mastery.

What does this really mean?

In our current K-12 system, students move to the next grade too often after they have shown a

minimal grasp of subject matter. In effect, their promotion is driven by semesters in a school

calendar. Decades of scientific research and our common experiences tell us that people grow,

develop and learn at different paces. Despite this evidence, we move students ahead and then ask

them to build more advanced learning on these shaky foundations. Who would build a house on

sand?

In contrast, a competency-based system requires students to meet rigorous standards, often called

“competencies” or “performance targets.” Students demonstrate what they’ve learned in authentic,

meaningful ways, far beyond taking a standardized test, and move to the next level when they are

ready at any time during the year.

Let’s take an out-of-the-classroom illustration of competency-based approaches. To get a driver’s

license you have to perform key maneuvers behind the wheel. The definition of success in this case

is based on measureable and meaningful performance—stopping at a red light, giving other cars the

right of way—not the time spent in the driver’s seat.

The obvious question is why don’t we hold our public schools to the same expectations around

performance and not “seat time?”

Whereas traditional schooling revolves around the classroom and school calendar, competency-

based approaches can be applied in a variety of settings. Learning is not naturally bound by a set

schedule, as we all know, so why should schooling be limited in this way?

Competency-based education is already beginning to yield pockets of success. Take, for instance,

Boston Day and Evening Academy (BDEA) in Roxbury, Mass., an alternative, year-round, public

high school for students who have struggled in or dropped out of other schools. Students may enter

the school in September, January or April through a daytime, evening, or online curriculum, and

graduation is held four times each year.

Incoming students at BDEA take a test to inform the development of an individual online learning

plan, which monitors the skills they have mastered and their overall progress. This transparency

enables all students to understand what is expected of them at any given moment. And BDEA

bridges academics to real world expectations by teaching vital life skills, such as relationship-

building, communication, and critical thinking.

Most importantly, BDEA has helped students like Monique who “aged out” of a traditional high

school and arrived at BDEA with severe learning disabilities. Despite approaching her work with

determination and deep support from committed teachers, Monique had to repeat one online math

module three times. At BDEA, she was able to successfully complete the module and stay on track

with her other courses, even though she moved at a slower pace than her peers. This flexibility

made it possible for her to move forward, and finally, to graduate.

In the big picture, tailored approaches create more equitable opportunities for achievement,

particularly for students in underserved populations who struggle with learning and performance

issues. Given the current and dramatic differences in readiness that exist among learners—often

correlated with race and socioeconomic status—leaving learning up to each student alone will only

reinforce these gaps. This means that competency-based education will help to elevate outcomes

for a broader range of learners.

Monique’s success shows us that we need to rethink the fundamentals. But it’s not just her. Students

who excel in school also benefit from more tailored learning experiences and richer skills. Why? A

fast-changing world demands more from our students than just showing up. To ensure a healthy

economy and a thriving democracy, we need to engage more learners in deeper learning.

Competency-based education and other tailored approaches represent the best path forward to

equity and excellence for all of our nation’s students.

Nicholas C. Donohue is the President and CEO of the Nellie Mae Education Foundation, which

recently commissioned the report “Making Mastery Work.” The foundation is based in Quincy,

Massachusetts. You can follow @NickDonohueNMEF on Twitter.

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