{"id":1356,"date":"2017-12-13T00:00:00","date_gmt":"2017-12-13T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/meaningful-qualifications-and-state-policy-certifying-knowledge-in-competency-based-k-12-education-systems\/"},"modified":"2022-11-04T16:56:00","modified_gmt":"2022-11-04T20:56:00","slug":"meaningful-qualifications-and-state-policy-certifying-knowledge-in-competency-based-k-12-education-systems","status":"publish","type":"post","link":"https:\/\/aurora-institute.org\/blog\/meaningful-qualifications-and-state-policy-certifying-knowledge-in-competency-based-k-12-education-systems\/","title":{"rendered":"Meaningful Qualifications and State Policy: Certifying Knowledge in Competency-Based, K-12 Education Systems"},"content":{"rendered":"

How is it possible that our education system still has many students who lack basic reading and math skills when they hold a high school diploma? <\/span><\/p>\n

Let\u2019s examine what a diploma means and how we might re-envision this qualification. <\/span><\/p>\n

Currently, most high school diplomas in the United States are based on transcripts that reflect credit for academic subjects based on meeting minimum seat-time requirements (or Carnegie units) and a passing grade, which may or may not signify mastery of the content. There is wide variability in grading practices and in the knowledge attained in given subjects, which is evidenced by high remediation rates in entry-level college courses. College faculty often cite the underpreparedness of high school graduates for the rigor of college courses. Today, the only thing we can know for sure about a high school graduate in most U.S. school districts is that they have put in the required seat time in the requisite courses. When schools are passing students along and graduating them with major gaps in skills and knowledge, they are doing students a disservice. <\/span><\/p>\n

How could the high school diploma align to a more comprehensive definition of success and be more transparent about achievement? This is one area where state policymakers and communities can take action. Whether a community conversation or a state conversation, the idea of engaging communities and families in conversations around what is different in the 21st century, and around what students need to know and be able to do, is increasingly important<\/span>. <\/span>A more meaningful high school credential would focus on the knowledge, skills and competencies a student has earned based on evidence of mastery. <\/span><\/p>\n

A conversation on creating meaningful qualifications could help states and communities to answer the following questions:<\/span><\/p>\n