Making Competency-based Assessment Work: Coherence & Rigor

Ed reform during the first two decades of 2000 made the flawed assumption that traditionally underserved students would be best served by organizations and services that delivered more efficient, better-funded implementations of the schooling model in which their leaders (usually Ivy-league graduates) succeeded. Not only was that model designed to oppress underserved students, it also perverted authentic academic rigor. This post explores the programmatic perversions of rigor that exist in secondary schools, and how EduChange ressurected rigor through coherent, multi-year assessment designs.