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Mastery-Based Learning Collaborative: Cohort 2, Year 1 (SY 24) Report

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Title: Mastery-Based Learning Collaborative: Cohort 2, Year 1 (SY 24) Report
Language: English
Authors: Jilliam N. Joe, Aurora Institute
Source: Aurora Institute. 2024.
Availability: Aurora Institute. 1934 Old Gallows Road Suite 350, Vienna, VA 22182. Tel: 888-956-2265; Tel: 703-752-6216; Fax: 703-752-6201; Web site: https://www.inacol.org
Peer Reviewed: N
Page Count: 52
Publication Date: 2024
Sponsoring Agency: Washington State Board of Education
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Elementary Secondary Education
Descriptors: Mastery Learning, Culturally Relevant Education, Program Evaluation, Demonstration Programs, Educational Benefits, Program Implementation, Elementary Secondary Education, Faculty Development, Educational Policy, Educational Innovation, School Culture, Career and Technical Education
Geographic Terms: Washington
Abstract: The Mastery-Based Learning Collaborative (MBLC) is a demonstration project taking place in 47 schools in Washington State led by the Washington State Board of Education (SBE). The schools are receiving funding and participating in professional learning and a statewide network to support implementation of mastery-based learning (MBL) and culturally responsive-sustaining education (CRSE). The initiative's overarching goal is "to inform future policy by helping decision makers better understand what quality mastery-based learning looks like, how long it takes to implement, and what resources are necessary." This report presents evaluation activities and findings for the first year of Cohort 2, representing the planning stage of the MBLC initiative. The evaluation is intended to contribute to the identification of effective policies, practices, and system changes that can support MBL and CRSE implementation throughout Washington's K-12 education system. Data collection methods include a survey, interviews, and observations of cohort professional learning activities. The second cohort of schools believe strongly in the potential benefits of MBL and CRSE, with schools expressing high levels of motivation to continue improving their implementation. This positive outlook suggests a fertile ground for growth within these schools. In terms of developmental support, the SBE and Professional Learning Providers provided more than 14 hours of professional learning and 262 hours of personalized coaching to support schools' Year 2 work plan development. This report also explores a range of policy and non-policy factors influencing CRSE and MBL implementation, identifying a need for the SBE to play a more active role in navigating policy hurdles. By providing guidance and advocating for policy and structural changes that align with CRS MBL principles, the SBE can create a more supportive environment for schools pursuing these innovative learning models.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED675865
Database: ERIC
FullText Text:
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  Data: Mastery-Based Learning Collaborative: Cohort 2, Year 1 (SY 24) Report
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  Data: <searchLink fieldCode="AR" term="%22Jilliam+N%2E+Joe%22">Jilliam N. Joe</searchLink><br /><searchLink fieldCode="AR" term="%22Aurora+Institute%22">Aurora Institute</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Aurora+Institute%22"><i>Aurora Institute</i></searchLink>. 2024.
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  Data: Aurora Institute. 1934 Old Gallows Road Suite 350, Vienna, VA 22182. Tel: 888-956-2265; Tel: 703-752-6216; Fax: 703-752-6201; Web site: https://www.inacol.org
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  Data: 52
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  Data: Washington State Board of Education
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  Data: Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22Mastery+Learning%22">Mastery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Demonstration+Programs%22">Demonstration Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink>
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  Data: The Mastery-Based Learning Collaborative (MBLC) is a demonstration project taking place in 47 schools in Washington State led by the Washington State Board of Education (SBE). The schools are receiving funding and participating in professional learning and a statewide network to support implementation of mastery-based learning (MBL) and culturally responsive-sustaining education (CRSE). The initiative's overarching goal is "to inform future policy by helping decision makers better understand what quality mastery-based learning looks like, how long it takes to implement, and what resources are necessary." This report presents evaluation activities and findings for the first year of Cohort 2, representing the planning stage of the MBLC initiative. The evaluation is intended to contribute to the identification of effective policies, practices, and system changes that can support MBL and CRSE implementation throughout Washington's K-12 education system. Data collection methods include a survey, interviews, and observations of cohort professional learning activities. The second cohort of schools believe strongly in the potential benefits of MBL and CRSE, with schools expressing high levels of motivation to continue improving their implementation. This positive outlook suggests a fertile ground for growth within these schools. In terms of developmental support, the SBE and Professional Learning Providers provided more than 14 hours of professional learning and 262 hours of personalized coaching to support schools' Year 2 work plan development. This report also explores a range of policy and non-policy factors influencing CRSE and MBL implementation, identifying a need for the SBE to play a more active role in navigating policy hurdles. By providing guidance and advocating for policy and structural changes that align with CRS MBL principles, the SBE can create a more supportive environment for schools pursuing these innovative learning models.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 52
    Subjects:
      – SubjectFull: Mastery Learning
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Demonstration Programs
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Educational Policy
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      – SubjectFull: Educational Innovation
        Type: general
      – SubjectFull: School Culture
        Type: general
      – SubjectFull: Career and Technical Education
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      – SubjectFull: Washington
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      – TitleFull: Mastery-Based Learning Collaborative: Cohort 2, Year 1 (SY 24) Report
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              Y: 2024
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