For an informative article about the CBE movement in NH, we highly recommend this post (click here) from the electronic journal, Education Next:

State and federal policymakers are increasingly talking about “competency-based learning” as the way of the future. In a competency-based system, students advance upon mastery. This model marks a sharp departure from the school system’s traditional metric: hours spent in the classroom studying a specific subject.

At the turn of the 20th century, in an effort to standardize high school curricula and college admissions, a committee at the National Education Association determined that a satisfactory year’s work in a given high-school subject would require no fewer than 120 one-hour instructional periods. In 1909, the Carnegie Foundation for the Advancement of Teaching codified this standard as the Carnegie unit or credit unit. Since then, the education system has measured student progress in terms of instructional hours, not student learning. So long as a student logs the necessary hours and receives a passing grade, he can move on to the next course, regardless of gaps in his understanding. And a passing grade may be based in part on non-academic factors like attendance, extra credit, and good behavior, rather than a demonstration of mastery.

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