Implementation of competency-based progression was limited by a perceived need to emphasize grade-level content and external policy constraints¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students' ability to work at their own pace and advance upon mastery was limited by a perceived need to emphasize grade-level content, driven by standards and standardized testing constraints. → John F. Pane 2015

Evidence¶

John F. Pane 2015¶

John F. Pane, Elizabeth D. Steiner, Matthew D. Baird, Laura S. Hamilton. (2015). Continued Progress: Promising Evidence on Personalized Learning. RAND Corporation. https://www.rand.org/t/RR1365z2 doi:10.7249/rr1365

q2 · i? · causal · r2

Implementation analysis across the 32 NGLC schools drawing on administrator interviews, surveys, logs, and site visits; fewer schools implemented competency-based progression than other strategies.

"Students' ability to work at their own pace and advance when they had mastered the material was limited by a perceived need to emphasize grade-level content. This emphasis was driven by a desire to ensure that students were progressing toward grade-level standards and external policy constraints such as standardized testing."

Discussion¶

Related Claims¶

- Gatekeeper course completion rates were slightly lower for CBE participants than for comparison students, and credential completion differences varied by college — the general claim this finding bears on, with the studies behind it¶

• Teachers viewed district pacing calendars and standardized assessments as impediments when they pressured rushing through material regardless of mastery — related
• Mastery Learning Improves Outcomes — a broader claim this one bears on
• Integrating POG assessments into traditional standardized-test-centered accountability systems is complex, and lack of a standardized framework can produce inconsistent measurement across regions — related
• Students value knowing class routines and report that rushed pacing, especially in Advanced Placement courses, is a barrier to mastering content — related
• Personalized Learning Effects Vary With Fidelity — related