Student-centered learning and differentiated instruction that lead to subject mastery of identified knowledge and skills is a recurring vision for the future High School. 

A policy recommendation outlined in the Multiple Pathways to Student Success report released by the California Department of Education in 2010 calls for transforming California’s system to “… fundamentally change the orientation of the high school experience from one in which time is the constant and learning is the variable to one in which learning is the constant and time is the variable.” A transformed system would provide multiple rigorous programs of study, structures, and practices to ensure student success and accountability for results. 

“To begin, the state must continue to identify the knowledge and skills necessary for all high school graduates to be both postsecondary and career ready. Second, the high school system must be based on students’ mastery of the identified knowledge and skills. This means the traditional method of earning credits and grades would be replaced with performance-based measures that local schools would use to advance towards graduation.”

A new report released in July 2011, entitled “Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning ,” says that competency-based learning is becoming more attainable for schools, and with some actionable policy steps, state education leaders can help schools personalize learning and focus on competency rather than how long students are in school. comes from the International Association for K-12 Online Learning (iNACOL), with help from the Council of Chief State School Officers (CCSSO).

“We are proposing what amounts to a vital change in current methods of instruction and measurement so that students can move ahead when they demonstrate knowledge,” said Susan Patrick, co-author of the report and president of iNACOL. “Unfortunately, many states and school districts are still handcuffed by rigid regulations that prevent them from moving toward the student-centered, performance-based approach.”

The report calls into question the logic of “seat time” and current accountability standards and offers guidance and practical recommendations for state education policy makers. The recommendations are based on discussions by education stakeholders during the 2011 Competency-Based Learning Summit from iNACOL and the CCSSO earlier this year.

According to the report, a comprehensive policy redesign will require competency-based credits, personalized learning plans, information technology, professional development (PD), and quality control in support of individual student growth for accountability “while aligning higher education with K-12 competency-based efforts.”