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Similarly, colleges that offer high-quality CBE programs offer these same tools. With robust assessments that are computer generated, programs can administer different versions of questions so that students cannot post common results. In most programs, students must also pass a capstone assessment or complete a capstone project at the end of their coursework to demonstrate mastery of the program-level competencies. NCHEMS has developed a cost tool related to developing competency-based education programs for institutions, with support from the Lumina Foundation.

This cost model is designed to help institutional leaders unpack the activities, costs, and revenue related to starting and maintaining CBE programs. This webinar explores the WGU curriculum development process and it's impact on the learning experience for our students. How is data used to advance student outcomes? Where does the data come from? Who uses the data and how it used? How is the data reported? WGU uses a systematic approach to developing scalable learning.

Experience what this model looks like and see a demonstration of how the model is supported by analyzing market trends, work-relevant competencies, and the unique interplay of how learning resources are curated through that process.

How does WGU put students at the center of everything we do? See how support goes beyond academics and the associated outcomes of the additional supports.

Stacey Ludwig-Johnson will walk through the student experience at WGU, including the student portal interface and a variety of connected learning and student resources. In a flexible method of learning like CBE, how do you keep students progressing, on track, for completion of degree programs? WGU has specific strategies to increase student success and completion statistics. Hear what those are. This webinar offers three approaches to student orientation courses in a CBE model of learning, each focused on how to inform incoming students about how they will learn and progress in their CBE program.

See various proctoring models and hear some best practices for assessment and proctoring credibility and security. Financial aid is complex. Listen to this wide-ranging discussion between several seasoned higher education financial aid professionals. Three seasoned CBE professionals in higher education discuss the challenges and cornerstones of institutional buy-in for CBE learning models.

What happens when the funds are gone? A discussion of the evolving regulatory issues for competency-based education programs, including challenges that partner colleges experienced during implementation.

A panel discusses the very interesting challenges and some solutions that community college partners delivered during the implementation of CBE programs.

Hear about some of the strategies that our partner community colleges have utilized to address student retention. The webinar includes several presentations, followed by a panel discussion. CBE learning models are highly successful with motivated students.

Hear how four colleges use different strategies to attract the most motivated students. CBE competencies need to align with the real-world skills that graduates will need in their chosen careers. Hear from a panel of representatives from higher education institutions that employ CBE on how they assure their programs truly reflect local workforce needs.

How does faculty work together in a CBE model? Several professionals discuss a variety of methods they employ. Several experienced developers and implementation specialists speak to what CBE is, reasons to choose this model, and how to implement CBE programs.

By submitting you will receive emails from WGU and can opt-out at any time. We're emailing you the app fee waiver code and other information about getting your degree from WGU. Ready to apply now? Many colleges start this process by adapting their own existing programs. In this brief, RAND researchers estimate the cost of such programs and outline implications. Given the increased reliance on technology to support learning, now may be a good time for educational technology companies to start thinking more seriously about the data they collect and how they use it.

In this report, researchers develop a framework to evaluate the BHP Foundation's Education Equity Global Signature Program, explain methods for assessing progress over five years, and present preliminary results after a year of evaluation. To better understand which types of students might be most likely to benefit from being placed into college-level math coursework, this study examines heterogeneity in the causal effects of placement into college-level courses using administrative data from Texas.

The authors distill lessons about implementing and improving summer learning programs gleaned from a six-year study in the five urban districts participating in the National Summer Learning Project.

This policy memo examines how sexuality education is delivered by schools across the EU Member States. Drawing on existing data sources, the memo highlights trends and differences and considers the need for further data mapping. This research project is an independent evaluation of Sparx Maths and EdTech programme, aiming to improve mathematics outcomes for secondary school pupils.

Because of the pandemic, spring end-of-year assessments were canceled and schools began the year without assessment data. The authors compare three strategies to estimate missing test scores and help with course placement decisions.

RAND researchers conducted a developmental evaluation of Quality Start Los Angeles, the voluntary quality rating and improvement system for early learning providers in Los Angeles County. The authors examine the implementation of two newly expanded Delaware weighted education funding programs, the Opportunity Fund and Student Success Block Grant, and emerging best practices, as reported by local education agency leaders. Featured RAND rigorously evaluates all kinds of educational programs by performing cost-benefit analyses, measuring effects on student learning, and providing recommendations to help improve program design and implementation.

May 6, Bacon, Michael Baird, Matthew D. Davis, Van L. Dossani, Rafiq Edelman, Amanda F. Gehlhaus, Diana Goldman, Charles A. Gomez, Celia J. Gonzalez, Gabriella C. Grant, Jonathan Grimm, Geoffrey E. Hawkinson, Laura E. Kalra, Nidhi Karam, Rita T. Karoly, Lynn A.

Katz, Beth Kaufman, Julia H. Kilburn, M. Lewis, Matthew W.