Description
New Hampshire public high schools are required to implement competency-based
education (CBE) models; however, no comprehensive research describes the CBE models
implemented across the state. Knowledge of implementation is a necessary precursor to
determining the impact of CBE on student outcomes. The purpose of this quantitative study
was to describe the extent New Hampshire’s public educational leaders have integrated the
five essential CBE characteristics in the CBE models implemented at their high schools.
Data were collected via a quantitative instrument distributed to New Hampshire public high
school and district administrators. Data were analyzed using descriptive and inferential
algorithms. Results indicated that a majority of participants agreed that their CBE model
included explicitly stated and measured outcomes, varied and authentic assessments,
timely interventions, and a focus on learner mindsets. New Hampshire public high school
CBE models have yet to fully implement flexible student advancement. Teacher values and
beliefs was the most significant local force impacting the implementation of each of the
five CBE characteristics.
