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All Policies by State

Alabama

Graduation Requirements 2

State administrative code related to awarding of credit states that one unit of credit can be earned in a course in which students demonstrate mastery of Alabama courses of study without specified instructional time.

Seat Time

An extended learning opportunity, defined as an out-of-classroom experience approved by the State Board of Education, may count towards an elective credit for graduation requirements.

Waivers

Alabama statute allows a school system to develop an innovation plan and school flexibility contract to seek waivers from specific state laws, regulations, and policies.

Alaska

Graduation Requirements 2

State statutes requires that districts shall provide an opportunity for students in grades 9 through 12 to challenge courses by showing mastery at the level of the course. Districts are required to give full credit for students who successfully challenge that course. This is specific to mathematics, language arts, science, social studies, and world languages. Districts are also directed to establish an assessment tool and standard for demonstrating mastery in courses. State board regulation further reiterates this requirement, noting that students who challenge a course by demonstrating mastery may receive full credit for the course.

Waivers

Alaska Administrative Code allows school boards to request waivers to support “an innovative program that leads to improved student achievement.” The state board may waive any requested regulation if they find “a preponderance of evidence that the innovative educational program will improve student achievement.”

Arizona

Graduation Requirements 2

State regulation allows the awarding of credit towards high school graduation requirements based around the successful completion of subject area course requirements or competency-requirements, which are academic standards adopted by the state board. Determination of student accomplishment and performance is delegated to the subject area teacher.

Seat Time

A school may deliver the annual required instructional time or instructional hours to students through any combination of the following:
(a) Direct instruction.
(b) Project-based learning.
(c) Independent learning.
(d) Mastery-based learning, which may be delivered in a blended classroom serving multiple grade levels or providing blended grade level content.

Waivers

Arizona Education Code allows school districts to request a waiver from the State Board of Education exempting the district or an individual school within the district from specific administrative rules. Waivers last for three years and must be accompanied by a school improvement plan.

Arkansas

Vision

This document details “five guiding principles that support educators, business leaders, communities, and students in their efforts to help all Arkansans develop these critical skills.”

Learning Frameworks

Arkansas’ G.U.I.D.E for Life includes a series of resources built around each of the characteristics included in the guide. It includes a progression across different grade spans for each characteristic.

Graduation Requirements 2

Public school districts can submit a plan to the Division of Elementary and Secondary Education “to award units of high school credit based on a demonstration of subject matter competency instead of, or in combination with, completing hours of classroom instruction.”

Seat Time

For Schools of Innovation, instructional time “may include on-site instruction, distance, digital, or virtual learning, and work-based learning on nontraditional school days or hours.” However, this is not widely available to all schools.

Waivers

State code allows school districts to petition the State Board of Education for some of the waivers typically granted to charter schools in the state. Additionally, code allows for schools to apply to become a “school of innovation”, which allows for flexibilities “for the purpose of transforming and improving the teaching and learning.”

California

Graduation Requirements 2

The local governing board of the LEA “shall adopt alternative means for pupils to complete the prescribed course of study, which may include…practical demonstration of skills and competencies.” The state requires that requirements, including specifying alternative modes for completing the course of study, must be made available to pupils, parents and the public.

Waivers

California code allows a school district or county board of education to request a waiver from the state board of code or regulations (with some exceptions) on behalf of the whole county or district or an individual school.

Colorado

Vision

Colorado’s essential skills are designed so that “students must also…develop and demonstrate skills essential for success in professional life.”

Graduation Requirements 1

Colorado’s graduation guidelines are designed to help students build and articulate in-demand skills that meet business, industry, and higher education standards.

Graduation Requirements 2

Colorado statute delegates school district boards the authority to develop their own unique graduation requirements, so long as those graduation requirements meet or exceed a minimum standard “or basic core competencies or skills identified in the comprehensive set of guidelines for high school graduation developed by the state board.”

Seat Time

For grades kindergarten through five, Instructional Time for funding each pupil may include direct teacher-pupil instruction.” However, for grades six through twelve, “Instructional Time for funding each pupil may include direct teacher-pupil instruction and alternative teacher-pupil instruction for that pupil.” “The following types of courses with alternative teacher-pupil instruction can be funded with appropriate documentation: independent study, work-based learning (work-study, internships, apprenticeships), blended learning, and supplemental online learning.

Waivers

Colorado statute allows districts to submit waiver requests from certain provisions of state statute on behalf of the school district or individual schools. Waivers must “enhance educational opportunity and quality within the school district”. Additionally the state provides waivers for charter schools and “Innovation Schools.”

Pilots/Networks

Colorado’s High School Innovative Learning Pilot Program legislation created the Innovative Learning Opportunities Pilot Program. This program enables districts provide high school students with learning opportunities and experiences that usually occur outside the classroom. The program states that school can provide “work-based learning such as apprenticeships or residency programs, competency-based learning or capstone projects, and other learning experiences that are designed to help students develop and demonstrate personal, entrepreneurial, civic and interpersonal, and professional skills.” The program is slated to be repealed in July 2025.

Funding

Colorado offers funding through the Innovative Learning Opportunities Pilot Program. Under this program, Local Education Providers may offer 9th through 12th grade students a variety of learning experiences including competency-based learning programs. While this is listed as one of the state’s competitive grants programs, funding details are not available.

Connecticut

Graduation Requirements 2

Connecticut statute states that the determination of credits is at the discretion of the local or regional board of education, and the definition of a credit is defined as the equivalent of a forty-minute class period earned, as one option, through “a demonstration of mastery based on competency and performance standards, in accordance with the guidelines adopted by the State Board of Education.” The same section of statute allows local or regional boards of education to grant a student credit towards high school graduation requirements upon the successful demonstration of mastery of subject matter, which can be achieved through a variety of flexible pathways so long as demonstration of mastery is in accordance with state-wide subject matter content standards.

Seat Time

“Instructional time” means the time of actual school work during a regular school day.

Waivers

Connecticut statute compels the Commissioner of Education to develop a process for boards of education to request waivers of provisions in law to support innovation. Waiver requests must include how the waiver would encourage innovation or improve administration of school district performance of student academic performance.

District of Columbia

Vision

The DC-Wide Graduate Profile “articulates a vision for the college and career ready capabilities students should attain in advance of graduation.”

Graduation Requirements 2

Washington, D.C. regulation allows the District of Columbia Public Schools (DCPS) or the Public Charter School Board (PCSB) to waive the Carnegie unit established in statute for a school seeking to award competency-based units. Districts are required to submit a waiver to either DCPS or PCSB through an application that shall be submitted by the Office of the State Superintendent of Education.

Waivers

District of Columbia regulation allows DC Public Schools or the Public Charter School Board to waive the Carnegie Unit requirements so that a school can award competency-based units instead.

Delaware

Graduation Requirements 2

Delaware regulations have many options for how local districts may awarded credit toward high school graduation. This includes the ability to earn credit based on demonstration of mastery in a course.

Waivers

Delaware code enables the Department of Education to waive any rule of regulation upon request of a school district to support innovation or improvement of student achievement in mathematics, science, language arts, and social studies.

Florida

Waivers

Florida statute allows the State Board of Education to authorize the commissioner to waive rules related to instruction and operations to support innovative practices.

Pilots/Networks

Florida created the Competency-Based Education Pilot Program, effective 2016-17 for a period of seven years. However, the program was limited to participation from the P.K. Yonge Developmental Research School and the Lake, Palm Beach, Pinellas, and Seminole County School Districts. Additionally, the program concluded in 2022-2023.

Georgia

Graduation Requirements 2

Georgia code directs the state board to adopt policies and guidelines for awarding high school credit based on a demonstration of subject area competency. The language further clarifies that students may earn credits through “demonstrating mastery of the course content” in addition to course completion and testing out of a course.

Seat Time

Instructional time includes all portions of the school day when instruction or instruction-related activities based on state approved courses are provided or coordinated by a certified teacher or substitute teacher. Instructional activities may further be defined by locally developed educational objectives.

Waivers

Georgia code enables a school system to request flexibility from certain state laws, rules, and regulations in exchange for increased accountability and consequences. Systems that request flexibility must develop a five year strategic plan for improving school performance.

Funding

Georgia offers Teacher Grants for Innovative as well as Innovative Education Fund Grants, which could be used to support personalized and competency-based education. However, while the Governor’s Office offered grants to support personalized learning in 2020 there is no evidence to suggest this is still funded.

Hawaii

Vision

This document provides “A Department-wide framework to develop the skills, behaviors and dispositions that are reminiscent of Hawaiʻi’s unique context, and to honor the qualities and values of the indigenous language and culture of Hawaiʻi.”

Graduation Requirements 2

Hawai’i defines credit as “an expression of progress and learning rather than merely time spent. Credit by examination may be awarded in accordance with the guidelines established by the department.” A separate regulation states that students who demonstrate proficiency in state standards and learner outcomes in “the required courses or proficiency based equivalents shall receive a high school diploma. Proficiency shall be determined in accordance with established Department of Education procedures.”

Waivers

Hawai’i statute requires any state agency to waive policies, rules, or procedures on the request of a school community council unless they can justify denying that request. Any granted waiver can be extended to other schools in comparable circumstances.

Idaho

Graduation Requirements 2

Idaho rules define credits as equivalent to 60 hours of instruction. However, the state allows for districts to request a waiver to provide less than 60 hours of instruction, and also allows students to separately achieve credits by demonstrating mastery of a subject content standards, so long as this is approved by the local education agency.

Seat Time

School assemblies, testing and other instructionally related activities involving students directly may be included in the required instructional hours.

Waivers

Idaho regulation enables the State Board of Education to grant a waiver of any rule not required by federal or state law to any district upon written request. Additionally, it allows a school district to request a waiver from state credit hour requirements. Idaho has published a guide for additional school district flexibilities.

Pilots/Networks

Idaho’s state department of education is responsible for creating an Idaho mastery education network made up of public and charter school districts to support each other to shift towards mastery-based education.

Funding

The legislature has declared through statute that moving toward mastery-based education where students progress as they demonstrate mastery of a subject or grade level is in the best interest of Idaho students. As part of expanding this work, the legislature may expend or distribute funds to support the expansion and implementation of mastery-based learning. Though Idaho’s legislature has appropriate dollars to support mastery based learning in the past, there is no evidence to suggest that money has been attributed recently.

Illinois

Graduation Requirements 2

Illinois offers limited opportunities for students to progress towards graduation requirements using competencies. Students at a school participating in a competency-based pilot program can do so once they have demonstrated mastery of standards, for which they can have more time and personalized instruction if needed. However, this opportunity is offered through a pilot and not to all districts in the state if they are not in the pilot.

Seat Time

Pupil participation in any of the following activities shall be counted toward the calculation of clock hours of school work per day: Instruction in a college course in which a student is dually enrolled for both high school credit and college credit, participation in a Supervised Career Development Experience or any work-based learning experience in which student participation and learning outcomes are directed by an educator, participation in a youth apprenticeship, participation in a blended learning program approved by the school district in which course content, student evaluation, and instructional methods are supervised by an educator.

Waivers

Illinois code allows school districts, groups of districts, or regional offices of education to petition the State Board of Education for a waiver or modification of rules and regulations. Applicants must demonstrate that the waiver is “necessary to stimulate innovation or improve student performance”.

Pilots/Networks

Illinois’ Postsecondary and Workforce Readiness Act includes the creation of a competency-based high school graduation requirements pilot program that a school or district may participate in. This requires students to “demonstrate mastery of all required competencies to earn credit.” However, new participating schools have not been added since 2023.

Indiana

Vision

Indiana’s GPS includes “the key characteristics critical to a student’s lifelong success.”

Graduation Requirements 1

Indiana students have to demonstrate employability skills, which are connected to a statewide vision including higher level knowledge, skills, and dispositions crucial for employment.

Graduation Requirements 2

Indiana defines credit as “demonstration of proficiency against the academic standards in a course.” The state also allows for the creation of courses that are “nonstandard” through a waiver process. These courses can differ in their content, organization, methods, and criteria for course completion, which are all hallmarks of competency-based education.

Seat Time

‘Instructional time’ is time during which students are participating in:
(1) an approved course;
(2) a curriculum; or
(3) an educationally related activity.

Student activities that:
(1) are organized by the qualified district or qualified high school;
(2) occur outside the traditional classroom; and
(3) are designed to provide instruction, academic enrichment, or college and career readiness training;
are included as student instructional time.

Waivers

Indiana’s Flexibility Waivers allows a principal or superintendent to request a waiver of statutory or regulatory requirements to transform student learning at a local level. Additionally, the state provides flexibility through two innovation programs – Innovative Network School designation and Coalition of Continuous Improvement School Districts. The state has also published a flexibility guide.

Funding

The state does not offer funding specifically for competency-based education planning and implementation. However, the state offers a variety of grant programs that may support students on their personalized and proficiency-based learning journeys. For example, the state’s Employability Skills Innovation & Implementation Grant and Explore, Engage, and Experience Grant may be used to support non-traditional approaches to student learning.

Iowa

Graduation Requirements 2

Iowa defines competency based education in statute and allows students to be awarded credit in competency-based systems of education related to a high school program. The state further defines “unit” as a course that requires demonstration of formal competencies associated with the course “according to the State Guidelines for Competency-Based Education.”

Waivers

Iowa’s Flexible Student and School Support program (Fs3) provides school districts with additional flexibility to “implement evidence-based practices in innovative ways to enhance student learning, well-being, and postsecondary success”. Districts must apply to participate in the FS3 program and can request exemptions from several state requirements. This program replaces the Innovative Waiver program.

Pilots/Networks

Iowa previously had a CBE pilot program in place, but state support for the work has ended. The Center, out of the Mississippi Bend Area Education Agency, provides on-going support to engaged schools.

Kansas

Vision

This document describes what a Kansas high school graduate should have to be successful in postsecondary education. This includes “academic preparation, cognitive preparation, technical skills, employability skills and civic engagement to be successful in postsecondary education, in the attainment of an industry-recognized certification or in the workforce, without the need for remediation.”

Graduation Requirements 2

Kansas regulation states that credit can be awarded at the individual student level “based on demonstrated knowledge of the content of a course or subject, regardless of the amount of time spent by the student in the course or subject.”

Waivers

The Kansas Education Systems Accreditation Waiver established by regulation allows any education system to request a waiver from accreditation requirements. The waiver request must include how the waiver would support school improvement.

Kentucky

Vision

The Kentucky statewide Portrait of a Learner “identifies the skills students need to be prepared for an ever-changing world that is driven by technology, human interaction and innovation.”

Graduation Requirements 2

Districts in Kentucky are able to award credit toward high school graduation in one of two ways; first, by a standards-based Carnegie Unit; and second, by a performance-based credit based on the Kentucky Academic Standards, regardless of the number of hours of instruction in the subject. Local boards awarding performance based credit are required to adopt a policy that awards performance-based credit toward high school graduation for satisfactory demonstration of learning.

Waivers

Kentucky’s Districts of Innovation statutory program allows school districts to apply to the State Board of Education to be exempt from certain administrative regulations. Schools within approved districts can then become “Schools of Innovation” to get waivers from local board of education policies, as well as select state regulations and statutes.

Pilots/Networks

The Kentucky Competency Education and Assessment Consortium is made up of school districts that want to provide their learners with access to a competency-based pathway to graduation. Participating districts are collaborating to create a “systemic approach to competency education and assessment.”

Louisiana

Graduation Requirements 2

Districts in Louisiana are able to award credits in one of two ways; by earning a carnegie unit, or by demonstrating proficiency. State regulation places requirements around awarding Carnegie Units based on proficiency, such as a copy of the exam used to demonstrate proficiency or a list of requirements to demonstrate proficiency through a portfolio.

Seat Time

Instructional time shall include the scheduled time within the regular school day devoted to teaching courses outlined in the program of studies.

Waivers

Louisiana statute allows a school district to request a waiver from specific laws, rules, regulations, and policies for the whole district, an individual school, or group of schools for the purpose of increasing quality instruction, improving academic achievement or improving teaching effectiveness.

Funding

The state does not offer funding specifically for competency-based education planning and implementation. However, the state’s Education Excellence Fund seems to be flexible enough to support competency-based instructional models.

Maine

Graduation Requirements 2

Maine statute requires students to receive instruction in a variety of subjects, but states that students may demonstrate “achievement of standards through multiple pathways…and by evidence documented by course and learning experiences using multiple measures.” This can include portfolios, performances or other methods.

Seat Time

‘Instructional day’ means a school day during which both students and teachers are present, either in a school or in another setting.

‘Instructional time’ means that portion of a school day devoted to the teaching-learning process, but not including extra-curricular activities, or recess. Time spent on organized field trips related to school studies may be considered instructional time, but the instructional time counted for extended field trips shall not exceed a normal school day for each day of the field trip.

Waivers

Maine’s Innovative Public School Zones and Innovative Public School Districts programs enable a school or group of schools or a district or group of districts to develop an innovation plan that identifies the statutory requirements that would need to be waived to implement the innovations outlined in the plan. Once the innovation plan is approved, the Commissioner waives those statutes or rules.

Funding

The state does not offer funding specifically for competency-based education planning and implementation. However, the Innovative Instruction and Tutoring Grant Fund provides flexibility that may allow for competency-based instructional models to be created and strengthened with these grant dollars.

Maryland

Graduation Requirements 2

Students have several options for earning credit in ways that can include competencies. Students are able to earn credit through an examination and through independent study where students “successfully demonstrate pre established curricular objectives.” Additionally, Maryland Code allows local school systems to develop alternative ways for students to fulfill graduation requirements. This plan must assure that the content of specified credits is included and standards for graduation are met.

Seat Time

Maryland code allows the state board of education to grant a waiver to any “educational institution” seeking a waiver from its regulations. Additionally, the code provides districts with the option to apply for a waiver for school calendar requirements if that district is implementing an innovative schedule for low-performing or at-risk schools.

Funding

The state does not offer funding specifically for competency-based education planning and implementation. However, the state has a broad range of grants that may support personalized and competency-based education practices, especially as the relate to career and technical education. The Career and Technical Education Innovation Grant is one example of this.

Massachusetts

Graduation Requirements 2

Massachusetts policy does contain an opportunity for meeting graduation requirements through competency-based means. The state standards for competency determination establish that students shall be deemed proficient so long as they receive a minimum score on state assessments. Students are also able to demonstrate competency if they receive a lower score and meet the requirements of an educational proficiency plan.

Seat Time

Structured Learning Time shall mean time during which students are engaged in regularly scheduled instruction, learning activities, or learning assessments within the curriculum for study of the “core subjects” and “other subjects”. In addition to classroom time where both teachers and students are present, structured learning time may include directed study, independent study, technology-assisted learning, presentations by persons other than teachers, school-to-work programs, and statewide student performance assessments.

Waivers

Massachusetts’ Innovation Schools program enables an existing or new school to apply to become an Innovation School to “implement creative and inventive strategies, increase student achievement and reduce achievement gaps.” When an Innovation School’s innovation plan conflicts with state laws and regulations, the school committee may request approval from the Commissioner for any provision that conflicts with such laws.

Michigan

Vision

This document includes the traits of a Michigan High School Graduate. Skills included are communicate, problem solve, collaborate, technology and tools, and argument & reason.

Graduation Requirements 1

While Michigan does have a portrait of a graduate included on its graduation requirements page, it does not have a specific graduation requirement that must be met that is tied to the profile.

Graduation Requirements 2

Michigan laws establish that students shall be awarded credit if the student has demonstrated that they have met the content area expectations for the credit area. The state’s FAQ page states that this is not based on the Carnegie Unit nor seat time, with districts determining the credit pathway options. Guidance also states that districts can choose a variety of learning experiences that provide students with content area credit.

Seat Time

A district may count time toward the minimum pupil instructional hour requirement in a particular building, program, or grade level, without penalty, if all of the following are met:

  • (a) Pupils and certificated teacher or teachers are present and engaged in instruction.
  • (b) Instruction is scheduled and available for the entire pupil membership in a particular building, program, or grade level.
  • (c) The course generates credit toward the pupil’s high school diploma or grade progression.
Waivers

Michigan’s statute enables the State Superintendent to waive the minimum number of hours and days of pupil instruction for innovative education programs.

Pilots/Networks

In 2018, Michigan provided $2 million in grants to districts to support the implementation of competency-based education under the Governor’s Marshall Plan for Talent Development. The program no longer exists.

Minnesota

Graduation Requirements 2

Districts are able to award credit based on competency. Minnesota’s statutorily defined definition of a credit is “the determination by the local school district that a student has successfully completed an academic year of study or mastered the applicable subject matter.”

Waivers

Minnesota’s Innovation Zone program provides participating schools and districts with exemptions from certain laws and rules, including required hours of instruction for a student that is meeting all competencies aligned with the graduation standard.

Mississippi

Waivers

Mississippi’s District and School of Innovation program enables districts and schools to apply to be designated as Districts or School of Innovation to “better prepare students for success in life and work.” When approved, Mississippi code provides Districts and Schools of Innovation with exemptions from certain regulations and statutes to provide flexibility.

Missouri

Graduation Requirements 2

Missouri appears to allow the awarding of credit by competency-based means. The state’s graduation requirements specify the number of credits to be met for graduation, but delegate local boards of education the authority to adopt and disseminate policies concerning graduation. State guidance states that local education agencies “may award high school credit to students upon demonstration of mastery…without regard for the amount of time taken in the learning process or the structure of instructional delivery.” This is supported in statute which defines competency-based credit as “credit awarded by school districts and charter schools to high school students upon demonstration of competency as determined by a school district.”

Seat Time

The term ‘School day’ shall mean any day in which, for any amount of time, pupils are under the guidance and direction of teachers in the teaching process.

Waivers

Missouri’s Board of Education can grant “school innovation waivers” to a school, group of schools, district, or group of districts to provide exemption from state requirements.

Pilots/Networks

In 2022, Missouri created the Competency-based Education Grant Program which awards grants of up to $400,000 to school districts for the purpose of providing competency-based education programs. In 2024, six districts and one collective received $2.2 million in grants total.

Funding

Missouri has the Competency-Based Education Grant that local education agencies can apply for to support eligible local competency-based education programming, “which offer students flexible opportunities to progress, demonstrate mastery, and earn course credit; provide individual learning options; assess proficiency based on attainment of critical knowledge and skills; and assess mastery through performance tasks.” While the latest grant page is dated 2023, funding was allocated through June 2025.

Montana

Vision

Montana accreditation standards require districts to create a graduate profile as a part of their plan for continuous education improvement. However, since this is not a statewide vision document, it does not meet the criteria for this topic.

Graduation Requirements 1

Montana requires that all districts establish a graduate profile in their accreditation standards. Graduate profile is defined as “a learner centered model(s) based on a shared vision of learner attributes that students should have when they graduate.” Separately, the accreditation standards require that all districts must develop a strategic action plan to ensure a learner-centered system, which includes the school district graduate profile. However, there is not an explicit graduation requirement around the profile.

Graduation Requirements 2

Montana school districts are able to give students credit for a course that is completed in a longer or shorter time than would be normally required, so long as permission is given by the local board of trustees and the course meets the districts curriculum and assessment requirements.

Seat Time

‘Pupil instruction time’ includes time spent in organized instruction, structured recess periods for which there has been an identifiable effort to provide guidance and structure and which are directly or indirectly under the supervision of a certified teacher, and passing time between classes.

Waivers

Montana administrative rules allow a local board of trustees to apply to receive a “variance to an assurance or a section of assurance standards, excluding standards stating statutory criteria, standards pertaining to educator licensure or endorsement, and content standards as defined by the Board of Public Education and provided in guidance from the Superintendent of Public Instruction.”

Funding

Montana’s Transformational Learning Grant and Advanced Opportunities Grant both support personalized, and competency-based approaches to learning. “Transformational Learning is defined as a flexible system of pupil-centered learning that is designed to meet the Montana Constitutional mandate of “fully develop[ing] the educational potential of each person.'” However, the Transformational Learning Grant sunsets in 2025. The Advanced Opportunities Grant will continue and, among other things, “expands personalized career & technical education opportunities for middle and high school students.”

Nebraska

Graduation Requirements 2

Nebraska schools may use performance based curriculum so long as they provide a written description of the curricula or course that is approved by the local school board. Performance based curriculum can specifically “take less than the time required in section 002.12 of this chapter for determining instructional units.” Instructional units are normally defined in 002.12 as 900 minutes of classroom instruction at the secondary school.

Seat Time

Instructional hour means a period of time, at least sixty minutes, which is actually used for the instruction of students.

Waivers

Nebraska regulation allows school systems to request a waiver of certain regulations. Additionally, school district which “exist in unique circumstances due to population sparsity, geographic barriers, or other similar factors” may also request modifications of regulations to better meet the needs of their students.

Nevada

Vision

Nevada’s portrait provides a “collective vision of the mindsets and skills that bring academic knowledge to life.”

Graduation Requirements 2

While Nevada statute does contain an opportunity for students in a program of distance education who demonstrates proficiency to meet the objectives of the course in a longer or shorter period of time than normal, and also allows for limited use of work based learning to meet credit requirements towards graduation, these flexibility are limited in scope in that they do not apply beyond distance education.

Waivers

Nevada statute creates Empowerment Schools which allow a public school to operate under a separate empowerment plan. Schools that are designated as Empowerment Schools may request waivers from both district and state statutes and regulations to support their empowerment plan. Statute also allows school districts to operate using school-based decision making. So long as the school meets certain requirements, it can obtain a waiver for regulations of the State Board of Education.

Pilots/Networks

Nevada has previously run a statute-based competency pilot program but no longer does so. In 2024, the state launched a new competency-based pilot as a collaboration between the Nevada Department of Education and the Nevada Future of Learning Network. This pilot functions outside of the statue articulated in pilot and will focus on helping “Pilot Portrait Teams focus on an innovative priority that would illuminate what it means to align with elements of the evolving Portrait of a Nevada Learner.

New Hampshire

Graduation Requirements 2

New Hampshire schools are directed in state regulation that “Credits shall be awarded for achievement of competencies. Credits shall not be awarded based on time spent achieving these competencies.”

Waivers

New Hampshire’s Innovation Schools program enables a local school board to seek designation as an innovation school or innovation school zone from the State Board. Once approved, the State Board waives compliance with any administrative rules identified as problematic in the school’s innovation plan.

Funding

New Jersey

Vision

The 2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills (NJSLS-CLKS) provides the framework for students to learn the concepts, skills, and practices essential to the successful navigation of career exploration and preparation, personal finances and digital literacy.

Graduation Requirements 2

New Jersey law establishes that students can meet the state’s 120-credit requirement in whole or part through “a range of experiences that enable students to pursue a variety of individualized learning opportunities” created by districts. These may include, among others, independent study and work-based learning. Districts are also required to establish an process for granting credit “through successful completion of assessments that verify student achievement in meeting or exceeding the NJSLS at the high school level.” Separately, credit is defined as “the award for the equivalent of a class period of instruction, which meets for a minimum of 40 minutes, one time per week during the school year” or as approved of elsewhere in statute.

Seat Time

A day in session shall be a day on which the school is scheduled to provide instruction and students are under the guidance and direction of a teacher(s) engaged in the teaching process.

Waivers

New Jersey’s regulation allows school districts regulatory flexibility in the form of a waiver or an equivalent to a rule to ensure districts can provide “effective and efficient educational programs.” The district’s application must identify the specific waiver or equivalency, reason, projected results, and how the community was informed.

New Mexico

Vision

New Mexico has a requirement in law for districts to create a local profile. However, this is not a statewide profile and therefore does not meet the criteria for this category.

Graduation Requirements 2
Seat Time

An instructional hour is a period at school during which students receive instruction aligned to academic content and performance standards and includes:
(1) [Certain school programs including those that are part of student’s next step graduation plans];
(2) enrichment programs that focus on problem solving and cognitive skills development;
(3) content that provides technical knowledge, skills and competency-based applied learning;
(4) research- or evidence-based social, emotional or academic interventions.

Funding

The state does not offer funding specifically for competency-based education planning and implementation. However, the state has grants to help schools develop their career and technical education offerings. “The Next Generation (NextGen) CTE pilot supports CTE, either directly through costs associated with programs of study, or through those educational activities that provide the foundation for successful career preparation.” Funding supports a variety of initiatives including career exploration and work-based learning opportunities.

New York

Graduation Requirements 2

New York allows students to meet the units of study necessary for earning units of credit through either at least 180 minutes of instruction per week, or the equivalent. Equivalent is defined as at least 180 minutes and can include alternative instructional experiences using digital technology or blended learning. Additionally, a unit of credit is earned by “mastery of the learning outcomes” for a given high school subject either defined at the state or local level, or by a passing score of at least 85 percent on a department-approved exam in a high school subject without having completed a unit of study (i.e., at least 180 minutes).

Seat Time

“Instructional hours” shall mean an hour or a fraction of an hour, during which students are receiving instruction from a certified teacher…in an academic subject and/or periods of time during which students are engaged in supervised study activities, including completing homework and/or the review of homework.

Waivers

North Carolina

Vision

The Portrait ensures that North Carolina students are well equipped for the broadest range of postsecondary opportunities, be it college, career, or military.

Learning Frameworks

North Carolina has established a series of portrait-aligned rubrics and “I Can” documents for what mastery of portrait attributes look like across grade spans. This serves a similar purpose to a competency framework.

Graduation Requirements 2

North Carolina allows the awarding of credit by demonstrated mastery. This process requires LEAs to, “body-of-evidence”…”based upon a body-of-evidence, award a student credit in a particular course without requiring the student to complete classroom instruction for a certain amount of seat time.” This option is available for all students grades 9 – 12 and middle school students taking high school courses. Students are required to use a multi-phased assessment process including a standardized assessment and an artifact that allows students to apply their knowledge and skills to the relevant content.

Waivers

North Carolina statute enables the State Board of Education to grant waivers to local boards of education of laws and rules regarding class size, school calendar requirements, and other provisions. Waiver requests must include how the waiver will improve student performance.

Pilots/Networks

The North Carolina Golden LEAF schools initiative creates a Personalized Competency-Based Education Cohort of 10 schools, each of which can receive up to $390,400 in funding and resources to support implementation. Participating schools receive support in developing their long-term vision, creating systems to support personalized, competency-based education, offering professional development and opportunities to collaborate and network with other participating school.

Funding

North Carolina’s Golden LEAF Schools Initiative includes The Personalized Competency-based Education Cohort. The state has dedicated $1.8 million to support this effort.

North Dakota

Vision

North Dakota’s portrait includes critical thinking, empathy, learner’s mindset, communication, collaboration, adaptability and perseverance.

Learning Frameworks

North Dakota has established a learning continuum, which serves as a statewide framework identifying key qualities within a set of competencies.

Graduation Requirements 1

North Dakota’s choice ready framework includes a requirement that students must complete a series of indicators to ensure that students depart high school possessing essential skills necessary for life. One of the options for demonstrating choice readiness is to “demonstrate competency in 21st century skills,” which include critical thinking, communication, collaboration and creativity. The first three of these are elements in the state’s Portrait.

Graduation Requirements 2

North Dakota establishes clear requirements for instructional time around a high school unit, with the exception of districts that have an approved mastery framework policy in place. Under state code, districts may adopt “a mastery framework policy and [award] units based on the successful completion of relevant portions of the North Dakota Learning Continuum.” Those districts such such a policy in place are not subject to the instructional time requirement relative to units.

Seat Time

A full day of instruction at a physical school plant consists of:
a. At least five and one-half hours for kindergarten and elementary students, during which time the students are required to be in attendance for the purpose of receiving curricular instruction; and
b. At least six hours for high school students, during which time the students are required to be in attendance for the purpose of receiving curricular instruction.

Waivers

North Dakota statute allows any school or district to apply for a waiver of any rules pertaining to accreditation on schools as long as the waiver “encourages innovation and as the potential to result in improved educational opportunities or enhanced academic opportunities for students”. Additionally, statute allows schools to submit proposals to participate in the innovative education program and receive waivers through the above program. North Dakota also provides waivers for high school unit instructional time, as well as school calendar requirements.

Pilots/Networks

The North Dakota Personalized, Competency-Based Learning initiative helps incubate Personalized, Competency-Based Learning in North Dakota by supporting four school districts as they collaborate and receive technical assistance from KnowledgeWorks and other partners.

Ohio

Graduation Requirements 2

Ohio policy includes what is called “credit flexibility,” which is a method by which students are able to earn high school credit by demonstrating “subject area competency.” The department is required to adopt a “statewide plan implementing methods for students to earn units of high school credit based on a demonstration of subject area competency.” Guidance on the state’s website says that “every school district has a policy on credit flexibility.”

Seat Time

‘Learning opportunities’ means both classroom-based and nonclassroom-based learning opportunities overseen by licensed educational employees of the district that is in compliance with criteria and documentation requirements for student participation, which shall be established by the department. Any student’s instruction time in nonclassroom-based learning opportunities shall be certified by an employee of the district.

Waivers

Ohio rule allows districts to apply for exemptions from statutes to implement education pilot programs. The innovative program does not have to be evidence-based, however it must be evaluated over time.

Funding

Oregon

Vision

The Essential Skills are valuable process skills for preparing Oregon students to meet their postsecondary goals. These skills cut across academic disciplines and are embedded in the content standards.

Graduation Requirements 1

Oregon technically requires that students must complete an assessment of essential skills to graduate. This assessment includes a number of skills commonly found in portraits (e.g., reading comprehension, listening actively, thinking critically, demonstrate civic and community engagement, etc.). However, the assessment of essential skills graduation policy is suspended through the 2027-28 school year.

Graduation Requirements 2

Oregon school districts may grant credit to students if the student demonstrates a defined level of proficiency or mastery of recognized standards on one of several menus of options, including but not limited to “providing a collection of work or other assessment evidence which demonstrates proficiency or mastery of identified standards.”

Seat Time

‘Instruction’ means the time during which a student is:
(A) Engaged in regularly scheduled instruction, learning activities or learning assessments that are designed to meet Common Curriculum Goals or grade level academic content standards or engaged in specially designed instruction that is individualized to support a student to make meaningful progress in the general curriculum.
(B) Working under the direction and supervision of a licensed or registered teacher, a licensed career and technical education instructor, a licensed practitioner or an instructional assistant who is assigned instructionally related activities and is working under the direct supervision of a licensed or registered teacher.

Instructional time shall include:
…Time that a student spends traveling between the student’s school and a CTE center, internship, work experience site, or post-secondary education facility.

Waivers

Oregon regulation enables a school district to request a waiver of a specific standard from the Director of the Department of Education. Oregon also has a waiver through the Education Flexibility Partnership Demonstration Act, which allows districts to request a waiver of statutory of regulatory requirements under several federal programs.

Oklahoma

Graduation Requirements 2

Oklahoma students who demonstrate competency in a curriculum subject can receive credit for doing so. Code also establishes a set of policies regarding the use primarily of proficiency-based assessments to award credit by examination.

Seat Time

Districts may provide students with opportunities for blended instruction. ‘Blended instruction’ shall mean a combination of brick-and-mortar learning and virtual learning environments that includes elements of a student’s control over place, pace, and path of learning. A student in blended instruction may work on virtual courses at home or at school in a blended flex lab but shall participate in at least one unit or set of competencies.” However, the state does not have a definition of instructional time.

Waivers

Oklahoma statute allows school districts to submit school, zone, or district empowerment plans for the purpose of supporting innovation. Once approved, the State Board of Education will waive any statutes or rules identified in the empowerment plan, as outlined in the statute. The statute also enables empowered schools, zones, and districts to waive elements of their collective bargaining agreements.

Pennsylvania

Vision

The Pennsylvania Career Ready Skills (PA CRS) are social emotional learning progressions that support the development of student competence. By design, the PA CRS reflect priorities to ensure youth are career ready and prepared to meet the demands of the 21st century workforce. The PA CRS are grouped into three domains.

Learning Frameworks

Pennsylvania has developed a PA Career Ready Skills toolkit which includes an aligned skills continuum. This continuum provides performance indicators for students in each of the skills across different grade levels.

Graduation Requirements 2

Pennsylvania allows for a variety of ways for students to demonstrate proficiency towards earning credits for high school graduation, some of which include proficiency-based means. Specifically, students can attain a satisfactory composite score on the Keystone exams in Algebra I, literature and Biology; or complete a locally-established, grade-based requirement in a Keystone tested subject, so long as the student did not receive a proficient score on the accompanying exam.

Seat Time

Instruction time for students shall be time in the school day devoted to instruction and instructional activities provided as an integral part of the school program under the direction of certified school employees.” However, students participating part-time in out of school programs may be counted as in full membership for the purposes of funding. Out-of-school programs are “[p]programs conducted off school grounds, such as cooperative education, job shadowing, internships, community exploration, registered apprenticeships and community service-learning designed to provide students with real world experiences under the general supervision of professional school staff.

Waivers

Pennsylvania code creates the Innovation Schools Program, which includes some waiver availability. However, that program pertains to a single school district and is thus extremely limited in scope.

Pilots/Networks
Funding

The state does not offer funding specifically for competency-based education planning and implementation. However, the state’s Ready to Learn Block Grants can support, among other allowable uses, “Work-based or experiential learning and career readiness programs, including pre-apprenticeships, internships, postsecondary credits, industry-recognized credentials, other pathways to graduation and college and career pathways” and could be used for competency-based education programs in these and other “high-quality academic” areas.

Rhode Island

Graduation Requirements 2

Rhode Island code allows students to meet coursework requirements through non-traditional experiences, such as experiential learning or other non-traditional academic experiences. Recognition of learning opportunities is also delegated locally and is “predicated on alignment to state adopted content-area standards.” Coursework is defined by a series of “lessons and learning experiences that: establish expectations defined by recognized content standards; provide students with opportunities to learn and practice skills; and include assessments of student knowledge and skills adequate to determine proficiency at the level of academic rigor required by the relevant content standards.”

Waivers

Rhode Island law enables schools to apply to become empowerment schools to support innovation and improve school performance and student achievement. Once a school is registered as an empowerment school, the Commissioner of Elementary and Secondary Education will authorize any necessary variances from statutes and regulations.

Funding

In FY 21 Rhode Island solicited applications for Personalized Learning Grants using Title IV, Part A funds. However, there is no evidence to suggest that funding is currently available through this program.

South Carolina

Vision

South Carolina’s profile describes the “world class knowledge, world class skills, and life and career characteristics.”

Learning Frameworks

South Carolina has established a competency framework to operationalize its profile of a graduate.

Graduation Requirements 2

South Carolina requires that students meet 24 units to earn a high school diploma. Students are able to earn course credit through one of several means. These include a course taken consistent with state regulations, taken as authorized by the local board, or demonstrated competency through assessment. Demonstrated competency is defined as subject matter mastery “as determined by local school board standards and review.” Review can include a variety of methods including tests, interviews, peer evaluations, reports, writing samples or portfolios.

Seat Time

‘Instructional day’ shall include in-person instruction, virtual instruction, self-guided learning, and experiential learning through approved off-campus educational opportunities. ‘Hours of instruction’ requirements shall include in-person instruction, virtual instruction, self-guided learning, and experiential learning through approved off-campus educational opportunities.

Waivers

Under South Carolina regulation, districts can submit an application to become a proficiency-based system. Additionally, South Carolina’s Education Flexibility Guide provides policy guidance to schools, districts, and communities for personalized learning. This includes exemptions, options, and waivers to encourage innovation.

Pilots/Networks

In the 2019-20 school year, the South Carolina Department of Personalized Learning supported three schools through a three-year pilot to implement the Profile of a South Carolina Graduate Competencies. The pilot has ended.

Funding

South Dakota

Graduation Requirements 2

South Dakota defines “unit of credit” as demonstration of student learning for course work. A unit can be grated by verifying competency through an end of course exam, alternative assessments demonstration content knowledge, or 146 hours of class time.

Waivers

South Dakota rules allows the Secretary of Education to waive one or more administrative rules or policies when a district requests.

Tennessee

Graduation Requirements 2

Tennessee virtual school allows for students to move at their own pace and demonstrate mastery of a course or subject area. However, this option is limited to virtual school only and not applicable more broadly across the state.

Waivers

Tennessee’s Innovative educational programs enables the commissioner of education to authorize up to 24 school systems to identify as innovative educational programs that prioritize school based decision making. The commissioner may waive any rules or regulations necessary to support the system’s innovation plan as long as that waiver will “improve the educational opportunities and performance of the subject students by the application of a non-conventional curriculum and operational methods in innovative school programs.”

Pilots/Networks

Tennessee launched a Competency-Based Education Pilot for the 2018-19 school year. Schools in 15 districts across the state participated. The pilot has ended.

Texas

Graduation Requirements 1

To receive a high school diploma, students are required to demonstrate proficiency in a number of higher order knowledge and skills. This includes “delivering clear verbal messages/choosing effective nonverbal behaviors; listening for desired results; applying valid critical-thinking and problem solving processes; and identifying, analyzing, developing, and evaluating communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and professional presentations.” These are elements commonly aligned with competency-based visions.

Graduation Requirements 2

Texas administrative code states that “A course must be considered completed and credit must be awarded if the student has demonstrated achievement by meeting the standard requirements of the course, including demonstrated proficiency in the subject matter, regardless of the time the student has received instruction in the course or the grade level at which proficiency was attained.”

Seat Time

The commissioner may adopt rules defining minutes of operation and instructional time.

Waivers

Texas statute allows a school or district to request a waiver of a requirement, restriction or prohibition from the commissioner. Additionally, districts or schools required to develop a student achievement improvement plan may also receive an exemption or waiver. Additionally, code allows a school or campus that is rated exemplary to be exempt from requirements and prohibitions under education code less the commissioner determines that achievement has declined.

Funding

The state does not offer funding specifically for competency-based education planning and implementation. However, statute references an Innovation Grant Initiative for Middle, Junior High, and High School Campuses. While additional details are not available, the grant supports “the implementation of innovative improvement programs” and may require other efforts such as developing a personal graduation plan for each student in order receive funds.

Utah

Vision

Utah’s Portrait of a Graduate “identifies the ideal characteristics of a Utah graduate after going through the K-12 system. These are aspirations not necessarily meant to be quantified and measured. These characteristics begin at home and are cultivated in educational settings.”

Learning Frameworks

Utah has established a set of competencies to go along with its Portrait of a Graduate.

Graduation Requirements 2

Utah regulation requires LEAs to have a policy for awarding credit. This policy shall lay out various methods for earning credit, which includes “satisfaction of coursework by demonstrated competency, as evaluated at the LEA level”. Regulation also defines “demonstrated competence” as subject mastery as determined by LEA standards review. This can include methods such as testing, peer evaluations, writing samples, reports, or portfolios.

Seat Time

‘Instructional time’ means time during which a school is responsible for a student and the student is required or expected to be actively engaged in a learning activity.

‘Instructional time’ includes instructional activities in the classroom or study hall during regularly scheduled hours, required activities outside the classroom, and counseling, private conferences, or tutoring provided by school employees or volunteers acting in their official capacities during or outside of regular school hours.

Waivers

Utah rule allows any district to request a waiver from the State Board of Education from any board rule. Additionally, statute allows any school district to apply for a waiver of state board rule making as part of its grant application for the Personalized-Competency-based Learning Grant Program to ensure it can accomplish its goals set out in its grant application.

Pilots/Networks

In 2016, Utah created the Competency-Based Education Grants Program, which supports a school board to “plan, implement, scale, and expand their personalized learning and competency-based education initiatives.”

Funding

Utah’s PCBL Grant Program was created to “support LEAs in their efforts to plan, implement, scale, and expand their personalized learning and competency-based education initiatives.” The grant provides up to five years of funding for districts for planning. After the implementation grant has run out, districts can apply for extension and implementation grants. For FY 25-26, the state allocated a little over $3 million to support competency-based education.

Vermont

Vision

A Vermont Portrait of a Graduate clarifies the expectations for College and Career Readiness as described in the Vermont Education Quality Standards.

Graduation Requirements 1

Vermont guidance states that local proficiency-based graduation requirements “should align curricular content literacies with the attributes of a district’s Portrait of a Graduate.” However, Vermont does not have required graduation requirements that apply across the entire state.

Graduation Requirements 2

Vermont’s education quality standards rule states that, when used, “credits must specify the proficiencies demonstrated to attain a credit and shall not be based on time spent in learning. Further, students may receive credit for learning that takes place outside of the school, the school day, or the classroom.”

Waivers

Vermont regulation allows a school board to request variances or waivers from state rules when the variance or waiver allows the district to carry out locally-established objective and are in the best interest of student learning.

Virginia

Vision

The Profile of a Virginia Graduate describes the knowledge, skills, experiences and attributes that students must attain to be successful in college and/or the work force and to be ‘life ready.’

Graduation Requirements 1

Virginia requires that students shall acquire and demonstrate foundational skills in Virginia’s 5 C’s, which are articulated in the state’s profile of a graduate.

Graduation Requirements 2

Virginia regulation delegates the task to local boards to “establish a procedure to facilitate the acceleration of students that allows qualified students, with the recommendation of the division superintendent, without completing the 140-hour class, to obtain credit for such class upon demonstrating mastery of the course content and objectives and receiving a passing score on the relevant Standards of Learning assessment.” Guidance on Virginia’s graduation page state that local boards must develop a written policy and comply with Board of Education Guidelines.

Seat Time

‘Instructional hours’ means the hours in a standard school day, from the beginning of the first scheduled class period to the end of the last scheduled class period, including passing time for class changes and excluding breaks for meals.

Waivers

Virginia code allows the State Board of Education to grant waivers of requirements of school accreditation for innovative or school experimental programs. Additionally, code allows school boards to seek a waiver of school opening requirements, including certain alternative schedules.

Funding

Virginia’s budget set aside $500,000 the first year and $500,000 the second year to support school divisions “to develop and plan or implement innovative approaches to engage and to motivate students through personalized learning and instruction leading to demonstrated mastery of content, as well as skills development of career readiness.” Essential elements of school innovation include student centered learning, with progress based on student demonstrated proficiency.

Washington

Vision

The “Profile of a Graduate outlines the essential knowledge, skills, and abilities our students should develop over the course of their K-12 educational journey.”

Graduation Requirements 2

Washington defines credit as successful completion of the courses taught to the learning standards, or “satisfactory demonstration by a student of proficiency/competency/mastery, as determined by written district policy, of the state’s learning standards.”

Seat Time

‘Instructional hours’ means those hours students are provided the opportunity to engage in educational activity planned by and under the direction of school district staff, as directed by the administration and board of directors of the district.” However, as part of Alternative Learning Experiences, the legislature recognizes “the need to examine and reconsider policies under which alternative learning that occurs outside the classroom using an individual student learning plan may be considered equivalent to full-time attendance in school, including for funding purposes.

Waivers

Washington code allows the State Board of Education to provide waivers from statutes or rules to districts to allow them to implement a plan for restructuring their educational program. Waivers can relate to length of the school year, student-to-teach ratios, and other administrative rules.

Pilots/Networks

In 2019, Washington created the Mastery-based Learning Work Group. Then in 2021, Washington’s State Board of Education launched the Mastery-Based Learning Collaborative, a pilot program to identify “best practices for implementing culturally responsive-sustaining Mastery-based learning” through deep professional learning opportunities in participating schools. Currently 48 schools are participating in two cohorts.

Funding

Washington provides funding for implementation of mastery-based learning in school district demonstration sites as part of the Mastery-Based Learning Collaborative. The state appropriated nearly $5 million for FY 25.

West Virginia

Graduation Requirements 2

West Virginia rules define credit as “recognition given to a student for the successful demonstration of mastery of the approved content standards and objectives” at a level established by state policy. Policy also states that individual students who show mastery of content standards of a course “must be provided opportunities to progress to the next level.”

Seat Time

Instructional time is used for instruction and cocurricular activities and other criteria as the state board determines appropriate.

‘Co Curricular activities’ are activities that are closely related to identifiable academic programs or areas of study that serve to complement academic curricula as further defined by the state board.

Waivers

West Virginia code allows a school, group of schools, subdivision or department of a group of schools or subdivision to apply to be designated as an innovation zone. Upon approval of that innovation zone plan, all exceptions to county and state board rules, policies, and interpretations will be granted.

Pilots/Networks

West Virginia created the Mastery-based schools program, which aims to create a network for up to 20 mastery-based education schools. Participating schools “will receive support for, including but not limited to, program development, professional development, stakeholder education, establishing mastery assessment, coaching and ongoing technical assistance.

Funding

West Virginia’s Innovation in Education/Mastery-Based Schools program provides funding and support for participating schools. Schools participating in the program can apply for an Innovation in Education/Mastery-Based grant for “the transition to a mastery-based education model within a limited subject area or areas across multiple grade levels.” In 2024, the state set aside $125,000 to support mastery-based education.

Wisconsin

Graduation Requirements 2

Wisconsin statute allows for local school boards to adopt a resolution allowing students to earn credits by “demonstrating a level of proficiency in that subject area or by creating a learning portfolio related to that subject area. If a school board adopts a resolution under this paragraph, the school board shall develop and implement written policies and procedures for awarding credits.” However, this section does limit students to not earning more than one half of the number of credits required for a high school diploma using this process. Separately, credit is defined as completion of a term of study “or the equivalent established by the board.”

Seat Time

Scheduled instructional hours “may also include the hours of instructional programming offered through innovative instructional designs that apply to the entire school or grade level.”

‘Innovative Instructional Design’ means an instructional program aligned to school district standards and used to improve student academic achievement through instruction offered outside of the normal school day, virtually, or in an alternative setting.

Waivers

Wisconsin statute allows a school board to request a waiver of certain requirement or administrative rules.

Wyoming

Vision

The Wyoming Profile of a Graduate shows an “ideal vision of a Wyoming graduate that can guide the board and the state in matters of education policy.”

Graduation Requirements 2

Wyoming graduation requirements can be met by “passing grades or by the successful performance on competency-based equivalency examinations.” This can be done through coursework or evidence of proficient performance on the district assessment system. Districts are also directed to establish high school diploma requirements that shall include, among other things, “a description of the process by which successful performance on competency-based equivalency examination may be used to satisfy coursework.” This requirement is grounded in state statute.

Seat Time

In 2021, the Wyoming Governor’s Office launched the Reimagining and Innovating the Delivery of Education initiative. This initiative, operated in partnership with the state Department of Education and the University of Wyoming, includes a pilot program where 20 school districts are developing community-specific approaches to education focused on competency-based learning, flexible pathways, personalized learning, and student choice. The program was created by the Governor’s office with existing funds.