When students end the chapter of high school, the question education must ask is, “What does it take for a student to walk across the stage and receive their high school diploma?” Is it a transcript full of passing letters ranging from A–D or is it a known belief that students do not have gaps in their knowledge and can apply their knowledge in real-world situations? This study identifies the problem and the basis of research in the program evaluation. It also focuses on identifying a policy that best supports competency-based education (CBE). Lastly, the study utilizes Wagner et al.’s (2006) change leadership model to assess the culture, context, conditions, and competencies of a large, suburban school district. It focuses on the ability to create and implement a CBE program. Semistructured interviews were conducted with teachers of the CBE program.
Results indicated the need for a structure for CBE to exist in schools. Strategies for implementation include: Developing an understanding of CBE and how it can impact student learning. Ensuring staff receives job-embedded professional development. Planning for a shift in policy to implement a standards-based approach to grading. Assessing facilities to foster adequate space to support a growing CBE program.
Using metrics to assess the sustainability and success of the program for students
