Competency-Based Approaches to Graduation: What MA Can Learn from Its New England Neighbors
Saved in:
| Title: | Competency-Based Approaches to Graduation: What MA Can Learn from Its New England Neighbors |
|---|---|
| Language: | English |
| Authors: | Rennie Center for Education Research and Policy |
| Source: | Rennie Center for Education Research & Policy. 2025. |
| Availability: | Rennie Center for Education Research & Policy. 114 State Street, Boston, MA 02109. Tel: 617-354-0002; e-mail: info@renniecenter.org; Web site: http://www.renniecenter.org |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Reports - Descriptive |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High Schools, Graduation Requirements, Exit Examinations, Competency Based Education, College Readiness, State Policy, Educational Policy, Core Competencies, Required Courses, Academic Standards, State Standards |
| Geographic Terms: | Massachusetts, Rhode Island, Vermont, New Hampshire |
| Abstract: | Following a ballot initiative that ended the use of the Massachusetts Comprehensive Assessment of Skills (MCAS) as a graduation requirement, Massachusetts policymakers have begun rethinking what it means to earn a diploma within the state. Conversations are underway to gather feedback and learn from existing models about what changes to graduation standards to implement. One important point of reflection is to consider what Massachusetts can learn from its neighbors about measuring students' readiness for graduation, as several New England states are recognized leaders in competency-based education (CBE). This brief offers a snapshot of New Hampshire's Competency-Based Credit Accumulation, Rhode Island's Readiness-Based Graduation Requirements, and Vermont's Flexible Pathways Initiative to provide useful food for thought for policymakers. Engaging in these conversations without considering the potential value of competency-based approaches would represent a missed opportunity to move toward a system that promotes the success of all learners. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED679201 |
| Database: | ERIC |
| Abstract: | Following a ballot initiative that ended the use of the Massachusetts Comprehensive Assessment of Skills (MCAS) as a graduation requirement, Massachusetts policymakers have begun rethinking what it means to earn a diploma within the state. Conversations are underway to gather feedback and learn from existing models about what changes to graduation standards to implement. One important point of reflection is to consider what Massachusetts can learn from its neighbors about measuring students' readiness for graduation, as several New England states are recognized leaders in competency-based education (CBE). This brief offers a snapshot of New Hampshire's Competency-Based Credit Accumulation, Rhode Island's Readiness-Based Graduation Requirements, and Vermont's Flexible Pathways Initiative to provide useful food for thought for policymakers. Engaging in these conversations without considering the potential value of competency-based approaches would represent a missed opportunity to move toward a system that promotes the success of all learners. |
|---|
