Posted December 6, 2019 in competency-based education, Education Policy, Global Education, international, personalized learning, Practice by Susan Patrick
The following is an excerpted transcript of the State of the Field address, delivered on October 28th at the 2019 Symposium by Aurora Institute President and CEO Susan Patrick. In the address, Susan shares global trends in education, key features of new innovative school models, updates to the definition of competency-based education (CBE), and the […]
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Posted December 2, 2019 in competency education, competency-based education, Education Policy, state policy by Natalie Truong
We have reached a tipping point in recognizing the potential of competency-based education (CBE) to transform K-12 education and providing policy to support these changes. As of today, all 50 states have some form of supportive policy or flexibility to allow competency-based learning. Today, CompetencyWorks, a project of the Aurora Institute, released the special update […]
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Posted November 14, 2019 in competency education, competency-based education, Education Policy, Practice by Eliot Levine, Susan Patrick
Today, the CompetencyWorks initiative of the Aurora Institute (formerly iNACOL) released What Is Competency-Based Education? An Updated Definition. The report updates the 2011 working definition, which helped to build the field and create common understandings of key elements in competency-based systems among stakeholders. The definition has been used by schools to support design and implementation, […]
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Posted November 12, 2019 in assessment, competency-based education, differentiated supports, Equity, mastery, pacing, seat time, student agency, student-centered learning by DeQuendre Bertrand
It’s been eight years since the field developed its working definition of competency-based education. This week, the Aurora Institute will unveil an updated definition. Our Research Director, Eliot Levine, who also manages the CompetencyWorks initiative, sat down to talk with Matthew Shea and Courtney Belolan about why the update was needed. Their conversation is the latest […]
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Posted October 29, 2019 in iNACOL, iNACOL Symposium, rebrand by Susan Patrick
For 17 years, iNACOL has been a leading voice advocating for expanding high-quality K-12 educational opportunities. Over time, our work has evolved to an expanded view of the need for breakthroughs in policy and practices for systems change required to ensure all students are prepared for success in our rapidly changing world. We’ve just marked […]
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Posted October 25, 2019 in assessment, ESSA, georgia, louisiana, New Hampshire, north carolina by Alexis Chambers, Maria Worthen
The U.S. Department of Education (ED) will release a Notice Inviting Applications (NIA) for the third round of the Innovative Assessment Demonstration Authority (IADA) on Monday, October 28. The NIA is now available for public inspection on the Federal Register at: https://www.federalregister.gov/documents/2019/10/28/2019-23477/applications-for-new-authorities-innovative-assessment-demonstration-authority. The Every Student Succeeds Act (ESSA) created the IADA, which allows participating states […]
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Posted October 24, 2019 in Learning Sciences, science of learning and development, social-emotional learning, whole-child by Natalie Truong
Today, the Aurora Institute (formerly iNACOL) published Aligning Education Policy with the Science of Learning and Development, offering nine recommendations for state and federal education policy based on research on how students learn and develop. Research on how students learn and develop is providing teachers, practitioners, and policymakers with insights on how to help students […]
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Posted October 23, 2019 in Learning Sciences, podcast, social-emotional learning, whole-child by DeQuendre Bertrand
Emerging knowledge from the learning sciences provides evidence and insights into the dynamic nature of learning, child development, motivation, and cognition. School leaders can harness this knowledge base to create a new vision of how to best support student learning in K-12 education systems. However, the policy environment to support such transformation is not in […]
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Posted October 18, 2019 in Alabama, colorado, ESSA, governors, Iowa, Kentucky, New Hampshire, Utah, Virginia by Alexis Chambers, Maria Worthen, Susan Patrick
Several times per year, governors and their state teams meet to discuss critical issues for state policy. On October 16 – 18, 2019, the National Governors Association is convening Governors in Chicago to discuss issues around the future of education, training, and the future of work in a convening titled, “Future Workforce Now: State Policy […]
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Posted October 16, 2019 in Arkansas, competency education, New Hampshire, North Dakota, personalized learning, Rhode Island, South Carolina, state policy, Utah, Virginia by Alexis Chambers, Maria Worthen
Which states lead in helping districts and schools create more personalized learning for students? This is a frequent question we are asked by state policymakers. Although there are different state policy entry points for this work, the examples below illustrate some of the state policy strategies that support personalized learning approaches and competency-based education systems, […]
Continue Reading Seven States With Enabling Policies to Support Innovations in K-12 Education to Offer More Personalized Approaches and Competency-Based Systems →
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