Mastery-Based Learning Collaborative (MBLC) Evaluation - Executive Summary and Year 1 Findings

Oct 15, 2026

Uploaded by James

Mastery-Based Learning Collaborative (MBLC) is a demonstration project across 47 Washington State schools, supported by the Washington State Board of Education to advance mastery-based learning (MBL) and culturally responsive-sustaining education (CRSE). The Aurora Institute evaluates the initiative to inform effective future policy by clarifying what quality MBL looks like, implementation timelines, and required resources. Evaluation questions examine school benefits, conditions that help or hinder implementation, links to changes in educator practice, implementation quality, and impacts on learning conditions. This report summarizes Year 1 activities and findings for Cohort 2.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages52

Reading Time2 h 11 min

AccessFree to download

Executive Summary

Introduction

Methods

Culturally Responsive-Sustaining Mastery-based Learning Knowledge, Attitudes, and Behaviors

Planning and Support Activities

Policy Factors in Implementing Culturally Responsive-Sustaining Mastery-Based Learning

Conclusion and Recommendations

Appendix A – School Team Survey

Appendix B – School Team Interview

Appendix C – State Leader Interview

Appendix D – Professional Learning Provider Interview

Table of Contents Executive Summary.....................................................................................................................3 Introduction.................................................................................................................................. 6 Methods...................................................................................................................................... 10 Culturally Responsive-Sustaining Mastery-based Learning Knowledge, Attitudes, and Behaviors................................................................................................................................... 12 Planning and Support Activities.............................................................................................. 15 Policy Factors in Implementing Culturally Responsive-Sustaining Mastery-Based Learning......................................................................................................................................26 Conclusion and Recommendations.........................................................................................32 Appendix A – School Team Survey..........................................................................................36 Appendix B – School Team Interview...................................................................................... 42 Appendix C – State Leader Interview.......................................................................................45 Appendix D – Professional Learning Provider Interview.......................................................49 Executive Summary The Mastery-Based Learning Collaborative (MBLC) is a demonstration project taking place in 47 schools in Washington State led by the Washington State Board of Education (SBE) . The schools are receiving funding and participating in professional learning and a statewide network to support implementation of mastery-based learning (MBL) and culturally responsive-sustaining education (CRSE), both of which will be described in greater detail later. The initiative’s overarching goal is “to inform future policy by helping decision makers better understand what quality mastery-based learning looks like, how long it takes to implement, and what resources are necessary.” The Aurora Institute is evaluating the initiative for the SBE. The evaluation is intended to contribute to the identification of effective policies, practices, and system changes that can support MBL and CRSE implementation throughout Washington’s K-12 education system. The evaluation questions are: 1. What do evaluation participants report as the MBLC’s benefits for schools? 2. What school conditions helped or impeded MBL implementation? 3. Was participation in the MBLC associated with changes in educator practice? 4. What was the quality of implementation of MBL at the selected schools? 5. To what extent did evaluation participants report that implementation of MBL had a positive impact on learning conditions? 6. What implementation practices or conditions contributed to the reported impacts or lack of impact? The MBLC comprises 23 schools from an initial cohort that began in December 2021 and a second cohort of 24 schools that began in January 2024. Cohort 2 initially comprised 23 schools, representing a range of sizes, racial and ethnic demographics, geographic locations, and school types. These include traditional public schools, charter public schools, and alternative schools. Following an initial exploration and planning phase, one school team concluded the collaborative was not a suitable fit and exited the initiative. The SBE then filled the vacated spot by admitting two schools from a waitlist of six schools, increasing the cohort size to 24 and maintaining the diversity of representation. This report presents evaluation activities and findings for the first year of Cohort 2, representing the planning s

FAQs

What is the overall purpose of the MBLC initiative?

The MBLC initiative aims to inform future policy by helping decision makers understand what quality mastery-based learning looks like, how long implementation takes, and what resources are necessary.

How is Cohort 2 structured in this evaluation?

Cohort 2 began in January 2024 and initially included 23 schools, then expanded to 24 after one school exited and two schools were added from a waitlist of six.

What does the report suggest about awareness versus deep implementation of MBL and CRSE?

Most team-leads perceive colleagues know core MBL and CRSE principles, but far fewer report that their schools are deeply implementing these practices—indicating a gap between motivation and practical application.

Oct 15, 2026

Uploaded by James