This article and the deeper paper is a culmination of the five Mastery Learning case studies MTC recently published highlighting the incredible work of five of our member schools as they made the journey to mastery learning.
For thousands of high schoolers throughout the country, the current uncertainty about the role of grades is exacerbating anxiety and accentuating inequitable learning environments. Many students feel undue pressure, including juniors as they prepare for college applications in 2020-2021 and others as they plan ahead to life after high school.
“MTC, more than any other organization that we’ve come across, exists in the sweet spot of our two areas of policy focus,” said Sean Sloane, senior policy analyst at the Council of State Government (CSG).
In partnership with Chris Sturgis and her coauthor Katherine Casey, MTC is developing a series of publications for members and schools considering membership. The first volume is our theory of action paper, “Getting Our Signals Straight for Students.”
Recently we sat down with Zina Evans, vice president for enrollment management and associate provost at University of Florida and a member of MTC’s growing Higher Ed Working Group (HEWG), to discuss her thoughts on MTC and the movement to change education.
The school-within-a-school model has given an MTC member school “space where we could test different educational strategies and approaches at scale, like the Mastery Transcript and competency-based learning.”