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This publication re-envisions professional practice, learning and development for educators in competency-based education.
As school districts transition to new, more powerful student-centered learning models, it’s critical that educators leading the transformative practice are equipped for their new roles. Moving Toward Mastery describes a teaching profession that is equity-oriented, learning-centered and lifelong; it recommends 15 strategies that can help school districts successfully make this paradigm shift.
Building off examples of effective teaching, professional development and practice across the nation, the new report explores how communities can work together to prompt and sustain complex systems change of moving both students and teachers from a one-size-fits-all approach to education to one in which all students and all teachers can succeed.
To understand the current scale of postsecondary CBE/L and track its growth across time, AIR and Eduventures are conducting a National Survey of Postsecondary Competency-Based Education (NSPCBE). The NSPCBE is an annual, Web-based survey of postsecondary institutions in the United States that is geared toward identifying the state of the CBE/L field, including institutions that are interested in adopting CBE/L and those already on the adoption pathway. The survey will be administered in three consecutive years (2018–2020) to provide important information about the early development of the field to policymakers and practitioners. Survey questions include (but are not limited to) the following:
- How many postsecondary CBE/L programs are there in the United States?
- What different CBE/L program models are being used in the United States?
- How many students are enrolled in CBE/L programs in the United States?
- How many students have received a CBE/L credential in the United States?
- What are the accelerators and barriers to adopting a CBE/L program?
CBE/L enjoys popularity among some policymakers and advocates for its potential to address challenges related to access, quality, success, and cost in postsecondary education. But the field lacks a robust understanding of the extent of CBE/L adoption nationwide―comprehensive and reliable data on how many postsecondary CBE/L programs exist, at what kinds of institutions, and with what characteristics are not represented in existing research.