Competency Education Implementation: Examining the Influence of Contextual Forces in Three New Hampshire Secondary Schools

Competency Education Implementation: Examining the Influence of Contextual Forces in Three New Hampshire Secondary Schools

Competency education, a K–12 reform aimed to ensure that all students meet high expectations, requires that students demonstrate mastery of competencies to advance and earn credit, typically through assessments where students apply knowledge. Students receive more time and possibly personalized inst...

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Bibliographic Details
Main Authors: Aubrey Scheopner Torres, Jessica Brett, Joshua Cox, Sara Greller
Format: Article
Language:English
Published: SAGE Publishing 2018-06-01
Series:AERA Open
Online Access:https://doi.org/10.1177/2332858418782883
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spelling doaj-8c0cd0091a9c429eb1f1faa2d71353d92020-11-25T03:43:31ZengSAGE PublishingAERA Open2332-85842018-06-01410.1177/2332858418782883Competency Education Implementation: Examining the Influence of Contextual Forces in Three New Hampshire Secondary SchoolsAubrey Scheopner TorresJessica BrettJoshua CoxSara GrellerCompetency education, a K–12 reform aimed to ensure that all students meet high expectations, requires that students demonstrate mastery of competencies to advance and earn credit, typically through assessments where students apply knowledge. Students receive more time and possibly personalized instruction to demonstrate mastery if needed. Competency education demands changes to traditional practices, including scheduling and grading. This qualitative case study describes how three districts in New Hampshire implemented this reform in secondary schools. Findings reveal that despite over 6 years of progress at each site, the reform had not been fully implemented due to inertial, technical, normative, and political challenges. Changes to grading and assessment were particularly difficult to implement.https://doi.org/10.1177/2332858418782883
collection DOAJ
language English
format Article
sources DOAJ
author Aubrey Scheopner Torres
Jessica Brett
Joshua Cox
Sara Greller
spellingShingle Aubrey Scheopner Torres
Jessica Brett
Joshua Cox
Sara Greller
Competency Education Implementation: Examining the Influence of Contextual Forces in Three New Hampshire Secondary Schools
AERA Open
author_facet Aubrey Scheopner Torres
Jessica Brett
Joshua Cox
Sara Greller
author_sort Aubrey Scheopner Torres
title Competency Education Implementation: Examining the Influence of Contextual Forces in Three New Hampshire Secondary Schools
title_short Competency Education Implementation: Examining the Influence of Contextual Forces in Three New Hampshire Secondary Schools
title_full Competency Education Implementation: Examining the Influence of Contextual Forces in Three New Hampshire Secondary Schools
title_fullStr Competency Education Implementation: Examining the Influence of Contextual Forces in Three New Hampshire Secondary Schools
title_full_unstemmed Competency Education Implementation: Examining the Influence of Contextual Forces in Three New Hampshire Secondary Schools
title_sort competency education implementation: examining the influence of contextual forces in three new hampshire secondary schools
publisher SAGE Publishing
series AERA Open
issn 2332-8584
publishDate 2018-06-01
description Competency education, a K–12 reform aimed to ensure that all students meet high expectations, requires that students demonstrate mastery of competencies to advance and earn credit, typically through assessments where students apply knowledge. Students receive more time and possibly personalized instruction to demonstrate mastery if needed. Competency education demands changes to traditional practices, including scheduling and grading. This qualitative case study describes how three districts in New Hampshire implemented this reform in secondary schools. Findings reveal that despite over 6 years of progress at each site, the reform had not been fully implemented due to inertial, technical, normative, and political challenges. Changes to grading and assessment were particularly difficult to implement.
url https://doi.org/10.1177/2332858418782883
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