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Author: Catherine Bitter

Study of Competency-Based Education Practices and Noncognitive Student Outcomes

August 4, 2014 by
Catherine Bitter

Catherine Bitter

American Institutes for Research (AIR), in partnership with the Council of Chief State School Officers (CCSSO), is conducting a new study on the implementation and outcomes of competency-based education (CBE). The study, supported by the Nellie Mae Education Foundation, aims to increase our understanding of CBE practices and their effects on student outcomes that are considered critical for college and career readiness, including self-efficacy, self-regulation, and motivation to learn. This study’s other major contribution to the field will be a set of survey instruments that measure practices and structures associated with CBE implementation. The study will take place in high schools from three states participating in CCSSO’s Innovation Lab Network.

This study consists of two components. For the first component, AIR will develop, validate, and administer surveys for principals, teachers, and students about CBE practices and structures. CBE practices vary widely, and may include different aspects of self-pacing, personalized learning, and skills mastery. The survey data will therefore be used to describe and develop a typology of the practices employed by a variety of schools implementing CBE. The study team anticipates that researchers can also use these instruments in future studies of the impacts of CBE, including examinations of postsecondary success. (more…)

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