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September 09, 2009
October 09, 2009
States experimenting with online learning—and struggling with how this new delivery system will alter such familiar practices as seat-time requirements—would be wise to check out recent doings in the Granite State. This book offers a tutorial. Since 2008-09, New Hampshire high school students have been able to work with educators to create personalized learning plans—with course credit awarded for mastery, not time in class. Such credits can be earned year round through internships, online courses, overseas travel, or brick-and-mortar classes. Mentor educators set course-competency guidelines (based on Webb’s Depth of Knowledge levels), track progress, and conduct final assessments. Authors Fred Bramante (former New Hampshire Board of Education chair) and Rose Colby (former principal) offer a deep dive into the NH model—explaining the expected benefits to this policy change, including cost savings, increased curricular offerings, and a lower drop-out rate. (Remarkably, New Hampshire has seen an almost 20 percentage-point decrease in its dropout rate since 2008.) Still, there are a few gaps. Notably, the authors don’t duly justify the rigor of their quality-control metrics for ensuring true mastery—the lynchpin for ensuring that New Hampshire’s program hasn’t, and doesn’t, devolve into a weak-kneed credit-recovery program rather than a bona fide competency model. Policymakers and educators in the Granite State are still honing their system; let’s hope they place this keystone soon.
Fred Bramante and Rose Colby, "Off the Clock: Moving Education from Time to Competency" (Thousand Oaks, California: Corwin, 2012).