Skip to content
Aurora Institute


State Policy, Create Pilots and Innovation Zones, Create Enabling Conditions for Competency-Based Education

Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning

Host: iNACOL

This webinar was recorded on .

Access Presentation View Slide Deck

Readiness for college, career and life should be a core purpose of K-12 education. As we shift from an industrial to a knowledge economy, the future workforce will need intellectual and creative capacities to solve problems and collaborate in an increasingly complex world.

States and local communities have an opportunity to rethink the definition of student success and articulate a vision for what students should know and be able to do upon graduation to succeed in college and the workforce. With clear, comprehensive definitions of student success, states can begin to transform state K-12 education systems to prepare students with the necessary knowledge and skills.

The webinar features recommendations from the recent iNACOL report, Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning. This report articulates a vision for the future of K-12 education and provides a roadmap for state policymakers to catalyze transformational change in K-12 education toward a long-range vision for systems that help all students succeed.

Current to Future State offers action steps state policymakers can take to create the conditions for personalized, competency-based learning at scale. This paper is written with state policymakers, including governors, state legislators, state boards of education, state school chiefs and state policy staff in mind.

In this webinar, presented by the staff of the iNACOL Center for Policy Advocacy, the authors explore five issues policymakers can tackle to transform education systems to personalized, competency-based education:

  1. Redefining success;
  2. Meaningful qualifications;
  3. Accountability as continuous improvement;
  4. Developing educator capacity for competency-based education; and
  5. Building capacity to lead change.