{"id":19064,"date":"2024-05-23T14:44:47","date_gmt":"2024-05-23T18:44:47","guid":{"rendered":"https:\/\/aurora-institute.org\/?post_type=cw_post&p=19064"},"modified":"2024-05-23T16:11:16","modified_gmt":"2024-05-23T20:11:16","slug":"2024-aurora-institute-field-survey-strategies-and-practices-that-advance-cbe","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/2024-aurora-institute-field-survey-strategies-and-practices-that-advance-cbe\/","title":{"rendered":"2024 Aurora Institute Field Survey: Strategies and Practices that Advance CBE"},"content":{"rendered":"

The work of driving systems transformation requires working effectively with others in the field \u2013 sharing lessons learned and best practices.<\/span> To that end, each year we scan the field for competency-based education (CBE) practice and policy catalysts and roadblocks through our Field Survey. We ask our partners to address several topics related to CBE policy, practice, and resources. This year, our survey included six topic areas:<\/span><\/p>\n

    \n
  1. Strategies or practices<\/b> that have been most helpful in advancing competency-based learning.<\/span><\/li>\n
  2. Resources, technologies, and\/or tools<\/b> needed to support competency-based learning.<\/span><\/li>\n
  3. Policies enabling implementation<\/b> of competency-based learning<\/span><\/li>\n
  4. School, district, or state <\/span>policy changes<\/b> required to support competency-based learning implementation.<\/span><\/li>\n
  5. The<\/span> importance of CBE topics,<\/b> including paid work-based learning and increasing educator diversity.\u00a0<\/span><\/li>\n
  6. Annual Symposium and <\/span>Competency<\/span><\/i>Works <\/span>blog topics<\/b>.<\/span><\/li>\n<\/ol>\n

    This year, we heard from 143 educators, leaders, policymakers, funders, education solution providers, and non-profit practitioners. Respondents represent 34 states, the District of Columbia, Puerto Rico, and the international community.\u00a0<\/span><\/p>\n

    \"A<\/span><\/p>\n

    There was also representation from multiple levels of the education sector. However, as shown in the graph below, secondary education had the highest <\/span>representation<\/span>, with 71 percent of the respondents serving learners across grades 9 through 12.\u00a0<\/span><\/p>\n

    \"A<\/span><\/p>\n

    Note. Results for the question, \u201cWhich levels do you serve (select all that apply)?\u201d<\/span> Number respondents (N) = 143. \u201cOther\u201d includes author, adult education, leadership roles.<\/span><\/em><\/p>\n

    We will present the survey results by topic area in four blogs:\u00a0<\/span><\/p>\n

      \n
    1. Strategies and practices that advance CBE\u00a0<\/span><\/li>\n
    2. Opportunities for resource development to support CBE<\/span><\/li>\n
    3. State and local policies that advance CBE, and opportunities for policy development<\/span><\/li>\n
    4. CBE topics the field finds important\u00a0<\/span><\/li>\n<\/ol>\n

      CBE Strategies and Practices<\/span><\/h1>\n

      Aurora asked partners to contribute the strategies and practices they have found <\/span>most <\/b>helpful in advancing CBE. Responses (N=136) coalesced around strategies and practices that drive high-level systems change (e.g., reimagining accountability) and those that facilitate CBE implementation (e.g., professional learning). We coded the responses and organized these strategies and practices by five themes, including \u201cnot there yet,\u201d as shown in Table 1 below. The results show 47 percent of the responses focused on strengthening the quality of CBE implementation. Another 38 percent focused on systems-level strategies that support transitions from traditional systems and practices to CBE.\u00a0<\/span><\/p>\n

      Table 1. High-level themes of strategies and practices<\/b><\/p>\n\n\n\n\n\n\n\n\n
      Theme<\/b><\/td>\nFrequency<\/b><\/td>\nPercent<\/b><\/td>\n<\/tr>\n
      Driving High-Quality CBE Implementation<\/span><\/td>\n73<\/span><\/td>\n47%<\/span><\/td>\n<\/tr>\n
      Developing Coalitions for a Successful Transition to CBE<\/span><\/td>\n29<\/span><\/td>\n19%<\/span><\/td>\n<\/tr>\n
      \u201cNot there yet\u201d<\/span>*<\/span> or No Response<\/span><\/td>\n24<\/span><\/td>\n13%<\/span><\/td>\n<\/tr>\n
      Building a Holistic Accountability Framework<\/span><\/td>\n20<\/span><\/td>\n13%<\/span><\/td>\n<\/tr>\n
      Bringing Intentional Focus to Equity<\/span><\/td>\n10<\/span><\/td>\n6%<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


      \n<\/span>*\u201cNot there yet\u201d represents cases where respondents indicated they were not far enough into CBE transformation to share best practices or strategies.<\/span><\/em><\/p>\n

      Bringing Intentional Focus to Equity\u00a0<\/span><\/h2>\n

      Aurora defines<\/span> <\/a>CBE as holding promise for driving and sustaining system-wide, equity-centered practices. One leader noted in their survey response that “the current [education] system leaves students behind and burns teachers out.” However, respondents highlighted potential risks of exacerbating existing inequities in a competency-based system. For example, one practitioner raised concerns about a lack of inclusivity for learners with disabilities in CBE programs. Equity must be intentionally addressed across competency-based practices to ensure all learners benefit.<\/span><\/p>\n

      Partners shared the following strategies for thoughtfully advancing equity through CBE:<\/span><\/p>\n