Making Competency-Based Learning Visible: What Learners Experience Across Ten High Schools

What makes learning competency-based across schools that organize it differently? FullScale studied ten public high schools to develop shared language for understanding competency-based learning through learners’ experiences. Surveys, observations, and learner conversations revealed three shared markers: demonstrated proficiency shaped what learning happened next (Mastery-based Progression), feedback and revision strengthened evidence of mastery (Iterative Purpose), and authentic work demonstrated competency (Rigorous Application of Learning).

These experiences coexisted with success on conventional academic measures. At two schools, stronger local competency performance was associated with stronger external assessment results. Yet fragmented records and policies governing credit, assessment, and reporting shaped whether competency evidence counted toward progress and remained visible beyond the classroom.

This descriptive study gives practitioners and policymakers a common reference point for recognizing CBL across models and strengthening the conditions that support it.

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Topics:
FullScale Research Reports, Research, Measurement, & Evaluation, Teaching & Learning Practices