Covid-19 exacerbated and brought attention to inequities long present in public education. Facing inconsistent access to learning across distances, students will leave this period with months of what’s been called “lost learning.”
Short of repeating a full year, addressing these gaps presents a grave challenge for traditionally structured schools. Competency-based education (CBE)—an approach where learning is oriented around students mastering clearly articulated learning outcomes (i.e., competencies) rather than passing time in seats—is one alternate approach particularly suited to this era.
A new guide from Education Evolving, Navigating Policy for Personalized, Competency-Based Education, is intended for teachers and administrators who are implementing CBE programs and want help navigating laws, regulations, and reporting requirements as they do so. The guide provides an in-depth look at Minnesota laws and rules that relate to CBE, shows how schools using CBE can comply with reporting requirements in that context, and finally closes with a fictional anecdote to show how to navigate laws and compliance in practice. Although it is focused on Minnesota policy, the insights provided may be useful to educators in any state.