When students end the chapter of high school, the question education must ask is, “What does it take for a student to walk across the stage and receive their high school diploma?” Is it a transcript full of passing letters ranging from A–D or is it a known belief that students do not have gaps in their knowledge and can apply their knowledge in real-world situations? This study identifies the problem and the basis of research in the program evaluation. It also focuses on identifying a policy that best supports competency-based education (CBE). Lastly, the study utilizes Wagner et al.’s (2006) change leadership model to assess the culture, context, conditions, and competencies of a large, suburban school district. It focuses on the ability to create and implement a CBE program. Semistructured interviews were conducted with teachers of the CBE program.
Results indicated the need for a structure for CBE to exist in schools. Strategies for implementation include:
Using metrics to assess the sustainability and success of the program for students.
","abstract_html":"<p>When students end the chapter of high school, the question education must ask is, “<em>What does it take for a student to walk across the stage and receive their high school diploma?</em>” Is it a transcript full of passing letters ranging from <em>A</em>–<em>D</em> or is it a known belief that students do not have gaps in their knowledge and can apply their knowledge in real-world situations? This study identifies the problem and the basis of research in the program evaluation. It also focuses on identifying a policy that best supports competency-based education (CBE). Lastly, the study utilizes Wagner et al.’s (2006) change leadership model to assess the culture, context, conditions, and competencies of a large, suburban school district. It focuses on the ability to create and implement a CBE program. Semistructured interviews were conducted with teachers of the CBE program.</p> <p>Results indicated the need for a structure for CBE to exist in schools. Strategies for implementation include:</p> <ul> <li>Developing an understanding of CBE and how it can impact student learning.</li> <li>Ensuring staff receives job-embedded professional development.</li> <li>Planning for a shift in policy to implement a standards-based approach to grading.</li> <li>Assessing facilities to foster adequate space to support a growing CBE program.</li> </ul> <p>Using metrics to assess the sustainability and success of the program for students.</p>","abstract_has_math":false,"creators":["Belin, Marcus J."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-06-01T07:00:00Z","date_published":"2020-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["Competency-Based Education","Curriculum and Instruction","Educational Leadership","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/471","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Belin, Marcus J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-06-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Competency-Based Education","Curriculum and Instruction","Educational Leadership","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/471"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["When students end the chapter of high school, the question education must ask is, “What does it take for a student to walk across the stage and receive their high school diploma?” Is it a transcript full of passing letters ranging from A–D or is it a known belief that students do not have gaps in their knowledge and can apply their knowledge in real-world situations? This study identifies the problem and the basis of research in the program evaluation. It also focuses on identifying a policy that best supports competency-based education (CBE). Lastly, the study utilizes Wagner et al.’s (2006) change leadership model to assess the culture, context, conditions, and competencies of a large, suburban school district. It focuses on the ability to create and implement a CBE program. Semistructured interviews were conducted with teachers of the CBE program.
Results indicated the need for a structure for CBE to exist in schools. Strategies for implementation include:
Using metrics to assess the sustainability and success of the program for students.
"]},{"key":"dc:title","label":"Title","values":["Competency-based Education Through the Lens of Personalized Learning in a Large Public High School"]}]}],"canonical_facts":{"dc:contributor":["Dr. Harrington Gibson"],"dc:creator":["Belin, Marcus J."],"dc:date.available":["2020-06-29T07:00:00Z"],"dc:description.abstract":["When students end the chapter of high school, the question education must ask is, “What does it take for a student to walk across the stage and receive their high school diploma?” Is it a transcript full of passing letters ranging from A–D or is it a known belief that students do not have gaps in their knowledge and can apply their knowledge in real-world situations? This study identifies the problem and the basis of research in the program evaluation. It also focuses on identifying a policy that best supports competency-based education (CBE). Lastly, the study utilizes Wagner et al.’s (2006) change leadership model to assess the culture, context, conditions, and competencies of a large, suburban school district. It focuses on the ability to create and implement a CBE program. Semistructured interviews were conducted with teachers of the CBE program.
Results indicated the need for a structure for CBE to exist in schools. Strategies for implementation include:
Using metrics to assess the sustainability and success of the program for students.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/471"],"dc:subject":["Competency-Based Education","Curriculum and Instruction","Educational Leadership","Secondary Education"],"dc:title":["Competency-based Education Through the Lens of Personalized Learning in a Large Public High School"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}