Abstract

For centuries, minority groups, students from low socio-economic background, and girls in public schools especially K-12 educational institutions in the United States have experienced prejudice, injustice, and bigotry. Unfortunately, the conventional approach of education, based on a one-size-fits-all approach, has failed to deal with these obstacles. In the past decades, however, there has been an increasing demand for the adoption of the Competency-Based system of education, a personalized learning approach that focuses on the acquisition of concrete skills rather than abstract knowledge. In a Competency-Based model, students advance based on the demonstration of mastery of knowledge and skills other than the amount of time spent learning. Many researchers have argued that equity is at the core of Competency-Based Education, yet critics opine that competency-based education will rather deepen inequity. The purpose of this study is to provide an in-depth understanding of how competency-based education can enhance equity in K-12 classrooms in the United States of America. Through a rapid review, the extent to which competency-based education can enhance equity in K-12 classrooms in the United States will be evaluated. This review could serve as a guide for further research on competency-based education and equity, and how competency-based education may be used to increase equity in the teaching and learning process in K-12 schools.

Notes

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Graduation Date

2023

Semester

Spring

Advisor

Biraimah, Karen

Degree

Master of Education (M.Ed.)

College

College of Community Innovation and Education

Department

Learning Sciences and Educational Research

Degree Program

Curriculum and Instruction; Global, International, Comparative Education

Format

application/pdf

Identifier

CFE0009566; DP0027579

URL

https://purls.library.ucf.edu/go/DP0027579

Language

English

Release Date

May 2023

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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