Validate and Demonstrate Essential Knowledge and Competencies

The standard model of high school education in the U.S. has remained mostly unchanged for decades and is widely criticized as unengaging and inequitable.1 The one-size-fits-all mode of instruction, based on how long learners are taught as opposed to how much they learn, does not adequately recognize the important competencies, knowledge, and skills that learners develop outside the classroom or while moving at their own pace through material. With growing evidence of the positive impacts of project-based and experiential learning,2 more educators are incorporating these types of assignments and instructional practices into their classes. However, more flexibility in requirements for “seat time” in classrooms could lead to more student-centered learning approaches.

Recently, some employers have turned to skills-based hiring to fill open positions with candidates who have the necessary skills and competencies; more than half of U.S. states have issued policies encouraging the practice.3 Skills-based hiring typically involves examining job descriptions and removing or decreasing degree requirements in favor of enumerating the knowledge, skills, and competencies needed for the role. At the same time, education leaders are reexamining the standard educational experience and unit of measurement of learning that have historically been the Carnegie Unit.4

An overreliance on report cards and transcripts impacted by grade inflation5 has led to a growing “honesty gap” between reports of learner progress and learners’ actual proficiency, as demonstrated by continuing declining performance on the National Assessment of Educational Progress.6 States, local school districts, and higher education institutions need to realign high school graduation requirements, postsecondary credentials, and reporting through transcripts and diplomas to ensure that diplomas, degrees, and other industry-valued credentials reflect demonstrated proficiency and preparedness for careers and college in the twenty-first century.