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It presents four federal policy priorities—reforming assessment systems, aligning accountability and data, expanding out-of-school learning, and using research and development for innovation and continuous improvement. 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Creating equitable learner-centered education systems requires fundamental system-wide shifts. These shifts are vital to unlock active, engaged, competency-based education (CBE) for all learners, which the learning sciences tell us is key to lasting learning. These shifts should be guided by a vision, often called a Portrait of a Graduate, that is co-constructed with local partners, industry, community members, students, and families for what students need to know and be able to do upon graduating.1 While much of this work is driven at the state and local levels, the federal government has an important role to play in fostering systems transformation. The Aurora Institute has identi􀀞ed four policy priorities where the federal government can play a signi􀀞cant role in supporting state and local educational transformation. They include:  \n1 Transform Systems of Assessments  \n2 Align Accountability and Data Systems  \n3 Support Out-of-School Learning Opportunities  \n4  \nSupport Innovation and Continuous Improvement through Research and Development  \n1To learn more about Portraits of a Graduate, please see Aurora’s state policy priorities here.  \nAurora Institute | 1  \nDEFINING COMPETENCY-BASED EDUCATION  \nThis graphic shows how the elements of competency-based education in the Aurora Institute de nition relate to each other. Creating a coherent and equitable competencybased system requires an inclusive process and a learning orientation in which all participants—educators, students, families, community partners, and policymakers—provide leadership and build capacity to transform school culture, structures, and pedagogy.  \nAurora Institute | 2  \nCompetency-based education (CBE), as envisioned in Aurora’s de􀀞nition, is not one-size-􀀞tsall for students or any single school, district, or state. By CBE, we mean a transformational system of equitable learning that di erent entities and organizations may describe using terms including “personalized,” “student-centered,”“learner-centered,”“competency-based,”“mastery-based,” and “pro􀀞ciency-based.” Sometimes these are synonyms; sometimes they mean di erent things to di erent people. Capturing these distinctions and similarities across contexts will help the 􀀞eld understand promising pathways to transformation.  \nCompetency-based education provides a robust framework for creating learner-centered educational environments. The design principles of CBE prioritize equity, student ownership, and responsive pacing based on demonstrating mastery of learning (rather than the traditional system’s teacher-centered delivery of curriculum in a predetermined number of hours, with students often moving on without learning essential content and skills). Competency-based education is a system in which:  \n• Students are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning.  \n• Assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence.  \n• Students receive timely, di erentiated support based on their individual learning needs.  \n• Students progress based on evidence of mastery, not seat time.  \n• Students learn actively using di erent pathways and varied pacing.  \n• Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems.  \n• Rigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable.  \nAn education system that is explicitly designed around student learning and the application of that learning will more e ectively prepare every student for an increasingly global community and competitive economy where they c","cbCaitoPhRi9ymRt","https://ap.wps.com/l/cbCaitoPhRi9ymRt","pdf",892171,"English","# Federal policy priorities and recommendations\n## Competency-based education definition\n## Transform systems of assessments\n## Align accountability and data systems\n## Support out-of-school learning opportunities\n## Support innovation and continuous improvement through research and development","[{\"question\":\"What is the document’s central purpose for education transformation?\",\"answer\":\"It explains how federal action can support system-wide shifts toward equitable, learner-centered education and competency-based learning that prepares students for future success.\"},{\"question\":\"What does the document mean by competency-based education (CBE)?\",\"answer\":\"CBE is described as an equitable learning system that can be personalized or mastery-based across contexts, emphasizing evidence of mastery rather than seat time and prioritizing equity and responsive pacing.\"},{\"question\":\"What are the four federal policy priorities highlighted?\",\"answer\":\"They are: transform systems of assessments; align accountability and data systems; support out-of-school learning opportunities; and support innovation and continuous improvement through research and development.\"}]","Federal Policy Priorities and Recommendations - 2024 | PDF",1792046049,25]