Rachel A. Crew Jobs for the Future | September 30, 2016 Next Generation CBE: Designing Competency-Based Education for Underprepared College Learners Rachel A. Crew Jobs for the Future | September 30, 2016

WHAT IS COMPETENCY-BASED EDUCATION? CBE models are flexibly paced programs of learning in which progress toward a degree is determined by what students demonstrate they know and are able to do, regardless of time spent in a classroom There is no formal design for CBE models Common threads: flexibility, customization, and mastery Source: Getting Smart

CBE holds promise in closing the gap between adult skill and ability WHAT WE KNOW Traditional higher education is insufficient for many adults learners There is a national movement to create more CBE programs Most CBE programs are not serving underprepared populations: Underprepared Learners: Individuals who enter college without college-level skills in at least one area: reading, writing, or math, due to poor placement, weak engagement, and life challenges Competency-Based Education could be an important piece of the national movement to increase educational access, equity, and credential attainment CBE holds promise in closing the gap between adult skill and ability

NATIONAL INTEREST CBE has gained attention in the education and workforce fields as an innovative alternative to traditional higher education Due to record high student debt and gaps in college completion, flexible and personalized paths are becoming more popular 23 states and more than 500 postsecondary institutions are now operating CBE models CBE has great potential to help students who aren’t well prepared for college coursework, but is currently designed for students who are already well prepared

Federal Interest Currently, Federal and most State policy environments are not conducive to promoting CBE programs and instead can act as barriers The Experimental Sites Initiative (ESI) allows selected institutions to test program designs outside the financial aid constraints of the Higher Education Act U.S. Department of Education offers waivers for some time-based restrictions The U.S. Department of Labor has promoted expansion efforts around CBE through grants to postsecondary institutions under the $2 billion Trade Adjustment Assistance Community College and Career Training (TAACCCT) program The U.S. Department of Education offers waivers for some time-based restrictions found in federal financial aid

Sinclair Community College CBE Models in Practice Excelsior College CBE programs in Nursing Sinclair Community College Accelerate IT program (created by a DOL TAACCCT Grant) DePaul University School of New Learning—CBE Undergrad and Masters Programs Thomas Edison State College CBE programs have been utilized for 40 years; in 2013 pilot programs for BA in Psychology and an MBA began Excelsior: Students can choose to take the eight nursing theory courses through Excelsior’s credit by examination program or via online courses in nursing theory that Excelsior introduced in 2014. The online courses are eligible for federal financial aid, while aid is not available to cover the costs of examinations. Sinclair: Under the grant, lead college SCC and co-grantees Broward College (BC) and Austin Community College (ACC) are implementing programs in which they are “adapting and adopting” the Western Governors University (WGU) model of competency-based education (CBE) in four distinct information technology (IT) programs: (1) programming at ACC, (2) technical support at BC, and (3) networking and (4) software development at SCC. WGU is providing consulting and technical assistance to help the institutions address issues faced when adapting their programs to time-variant, competency-based models. Thomas Edison: At Thomas Edison they adults acquire college-level knowledge outside the classroom in a variety of ways. For example, job experience, volunteer activities, and independent study may all provide knowledge that can be translated into college credit. Because of this, the University offers TECEP, its own credit-by-exam program, to help students earn credit by taking exams instead of courses

Expanding the CBE Landscape If designed with the needs of a broader population of learners, CBE could better enable students to meet academic and career goals: Roughly 2.4 million community college students each year—60% of first years are required to take at least one remedial course Only 28% earn a credential within eight years Transition slide: many programs benefit the traditional student but not the underprepared student

NEXT GENERATION COMPETENCY-BASED EDUCATION Jobs for the Future is interested in the potential CBE has to integrate with existing remediation redesign efforts while incorporating best practices for underprepared learners, ultimately allowing for CBE programs that offer high-quality pathways for students who are otherwise unlikely to succeed in college. This area of design work is in its infancy, and only a small group of institutions are even addressing this issue. This needs to change.   JFF is leading an effort to explore how CBE can be adapted to meet the needs of underprepared adult learners, to help this large and economically vulnerable group earn college credentials and advance in the U.S. workforce. With support from the ECMC Foundation, JFF has reached out to national experts, policymakers, and practitioners to help identify key issues that can frame a national conversation about expanding and strengthening CBE for students who have been historically underrepresented in higher education.

NEXT GENERATION COMPETENCY-BASED EDUCATION Supported by the ECMC Foundation, Jobs for the Future is leading a year-long effort to explore how CBE can be adapted to meet the needs of underprepared adult learners, to help this large and economically vulnerable group earn college credentials and advance in the U.S. workforce JFF is reaching out to national experts, policymakers, and practitioners to identify key issues and good practices The series will continue the national conversation about expanding access and increasing postsecondary success for underprepared student populations JFF is leading an effort to explore how CBE can be adapted to meet the needs of underprepared adult learners, to help this large and economically vulnerable group earn college credentials and advance in the U.S. workforce. With support from the ECMC Foundation, JFF has reached out to national experts, policymakers, and practitioners to help identify key issues that can frame a national conversation about expanding and strengthening CBE for students who have been historically underrepresented in higher education.

Project Progress Designing Competency-Based Education for Underprepared College Learners was released on July 13, 2016 The paper addresses prior practices, benefits of CBE and future designs for underserved populations Three key ways CBE can help advance college, career and life prospects for learners: Flexibility Customization Mastery Add link to blog?

3 Ways CBE Can Help Advance the College, Career, and Life Prospects of Underprepared Adult Learners Here are three key ways that CBE can help advance the college, career, and life prospects of underprepared adult learners:   1. Flexibility: CBE can offer a variety of educational paths toward credential attainment, with initial placement based on multiple kinds of assessments, rather than a single standardized test, and completion based on mastery of required competencies, rather than time spent in a classroom. 2. Customization: CBE curriculum and instruction can be designed to meet individual learning needs and interests. Students can learn at the pace—and often in the location (when a mix of online and in-person delivery)—that works best for each individual. Academic and psychosocial supports can be tailored to individual needs and circumstances. 3. Mastery: CBE can offer students the opportunity to advance at any time they are able to demonstrate a competency, rather than only at the end of a term. Students are required to show a firm grasp of content and skills before they move on to new topics.

In the Coming Year In a series of papers JFF will recommend features to help more students master college-ready skills and complete credentials The series will cover topics including: Developmental Education and CBE Intake, Placement, and Orientation Instructional Delivery and Pacing Competencies and Curricula Assessments Student Experience and Support

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Program Manager for National Policy RACHEL A. CREW Program Manager for National Policy rcrew@jff.org TEL 617.728.4446 FAX 617.728.4857 info@jff.org 88 Broad Street, 8th Floor, Boston, MA 02110 (HQ) 122 C Street, NW, Suite 650, Washington, DC 20001 505 14th Street, Suite 900, Oakland, CA 94612 WWW.JFF.ORG