Students need to learn how to learn in a competency-based model that gives them greater choice
A few research pitfalls seem to be creeping into the still nascent world of K-12 competency-based education: first, the challenge of moving from discussing high-level theory to describing precisely competency-based practices.
And second, going from identifying specific practices to designing sufficiently specific, appropriate evaluation to measure the effects of those practices.
Both of these tensions can make conversations about competency-based education feel speculative. The term “competency-based” often describes a wide range of classroom practices, but schools that call...