Craft Category: Artifacts

The Mastery-Based Learning Collaborative (MBLC) evaluation report offers insights and strategies for anyone working to shift K-12 schools, districts, and states toward more student-centered, equitable, and culturally responsive approaches.

The MBLC is a demonstration project taking place in nearly 50 schools across Washington to help decision makers understand the qualities of mastery-based (or competency-based) learning as they are enacted across diverse learning communities, how long it takes to implement, and what resources are necessary for sustained impact.

FullScale is conducting a six-year evaluation of the MBLC to identify policies, practices, and system changes that can support successful mastery-based and culturally responsive learning. The report shares findings from the first two years of the second cohort of MBLC schools, based on extensive surveys and interviews of educators, school leaders, students, state leaders, and professional learning providers.

The Mastery-Based Learning Collaborative (MBLC) evaluation report offers insights and strategies for anyone working to shift K-12 schools, districts, and states toward more student-centered, equitable, and culturally responsive approaches.

The MBLC is a demonstration project taking place in nearly 50 schools across Washington to help decision makers understand the qualities of mastery-based (or competency-based) learning as they are enacted across diverse learning communities, how long it takes to implement, and what resources are necessary for sustained impact.

In its first four years, the initiative has led to deeper Mastery-Based Learning (MBL) implementation and has shown positive impacts on early outcomes such as school climate, cultural responsiveness, student-teacher relationships, and student engagement.

FullScale is conducting a six-year evaluation of the MBLC to identify policies, practices, and system changes that can support successful mastery-based and culturally responsive learning. The report shares findings from the first four years of the first cohort of MBLC schools, based on extensive surveys and interviews of educators, school leaders, students, state leaders, and professional learning providers.