Our Member Schools are Transforming the High School Experience
“The power that the transcript wields over the student experience and the way it shapes teaching and learning methods means that transforming the transcript can help transform the high school experience.”
Stacy Caldwell, CEO, Mastery Transcript Consortium™
We believe there is consensus that the traditional high school model is failing our students.
Rather than learning how to work collaboratively, think critically, and solve complex problems, today’s students are too often trapped in an outdated system that rewards only the acquisition of information in single subject areas.
The current high school transcript supports the status quo – it constrains educational models that are designed to prepare students to be successful in college, career, and life.
It encourages the separation of disciplines in an increasingly interdisciplinary world, focuses on the acquisition of information rather than the making of meaning, and ignores the development of skills and character traits.
It reduces four years of a student’s hard work to a single number, the GPA.
MTC’s Mastery Transcript is changing the game.
The Mastery Transcript takes the transcript from a flat, two-dimensional accounting of student time spent on single subjects and a listing of grades without context, to an interactive, digital transcript that highlights mastery of both content and interdisciplinary skills.
Rather than reducing four years of a student’s work to a single number, the Mastery Transcript focuses on the higher order skills necessary for success today. It reflects learning that is deeply personalized, student driven, based in authentic engagement and designed to educate the “whole student.”
"This is incredibly exciting news … This new development is a game changer. You have provided extraordinarily important leadership for an effort that could well prove to be a tipping point in the transformation of education!."
Expert in Residence, Harvard University Innovation Lab, Senior Research Fellow, Learning Policy Institute