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When it comes to high school, both agreed that the current model is outdated. As Khan put it, "Kids get promoted because they were in a chair for four years." Duncan called it a "19th century model" and "neanderthal." Instead, they suggested a competency-based model for promotion through grades rather than one that is time-based. In terms of content and standards, Duncan suggested adding subjects such as computer science, foreign language and financial literacy to the core curriculum. He adamantly defended the Common Core standards as a way for the U.S. to remain competitive globally and ensure requirements don't get dumbed down "to make politicians look good."
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Now, I’m an old English professor who taught the Joyce course here at Madison two years ago,” he says. “The idea that you can’t understand Joyce unless you take it from Reilly three hours a week — that we faculty own the knowledge and anyone who’s going to be well educated has to get it from us — the world has changed so much that that’s no longer true.”
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Districts’ and schools’ organizational structures and long standing policies built around traditional seat-time metrics may be inhibiting their ability to move toward competency-based models. For example, bell schedules, grading policies, academic department structures, fixed sense of course scope and sequence, and familiarity with whole-group instruction may all be exerting the tug of status quo bias. As such, transforming districts and schools to competency-based systems is not a simply policy change: it’s a fundamental reconfiguration of teams and structures inside schools, that allows for students to progress at their own pace and demonstrate mastery in a variety of ways. In New Hampshire’s example, for those schools that have yet to move to fully competency-based systems, getting unstuck from the organizational structures and processes that guide them appears just as potent a barrier to innovation in some schools as the state’s policies are a gateway to innovation.