As federal policy continues to evolve, ¿ì²¥ÊÓƵ remains committed to advocating for priorities that foster innovation and ensure all learners are prepared to thrive in a dynamic future.
The U.S. Department of Education recently proposed new priorities for its discretionary grant programs. In response, ¿ì²¥ÊÓƵ submitted public comments that both support and challenge elements of the Department’s approach.
While encouraged to see that competency-based education (CBE) was referenced, its placement within a broader school choice priority risk conflating distinct learning models.
To ensure clarity and uphold the integrity of CBE, we urged the Department to align with the field-established definition of CBE that centers on mastery of rigorous learning outcomes, timely and differentiated support and meaningful assessment.
Proposing new priorities for today’s realities
At ¿ì²¥ÊÓƵ, we believe federal investments should address the pressing needs of schools while supporting innovative approaches to teaching and learning that can transform student experiences and prepare all learners for a rapidly changing future. Beyond the scope of the department’s initial proposal, we urged the inclusion of four additional priorities we see as essential to supporting schools in delivering meaningful, relevant learning experiences.
1. High school redesign
The traditional high school model is out of step with today’s learners and tomorrow’s opportunities. We called for dedicated support to reimagine high school as a space for personalized, real-world learning that prepares students for success beyond graduation.
2. Assessment and accountability
Federal investments should support states and districts in developing new systems of assessment and accountability that reflect a broader definition of student success including skills like collaboration, critical thinking and learner agency.
3. Artificial intelligence (AI)
AI is rapidly transforming the world of work and learning, yet education policy has not kept pace. To help schools responsibly integrate AI into teaching, learning and operations, we recommended that discretionary grants prioritize efforts that prepare students to thrive in an AI-enabled world and support educators in reducing administrative burdens and developing more personalized instructional approaches.
4. Teacher shortage and workforce innovation
The educator workforce is in crisis. We urged the Department to prioritize investments that address teacher recruitment, preparation, and retention through innovative staffing models, expanded licensure pathways and improved working conditions.
