Riccards — Beyond Growth And Proficiency Lies Mastery: DeVos And The Crowning Of Competence As King

Riccards — Beyond Growth and Proficiency Lies Mastery: DeVos and the Crowning of Competence as King

During the confirmation hearing for Betsy DeVos, the U.S. Education Secretary, in February, many people in the education community criticized her response to a question about whether she valued student achievement based on proficiency or growth.

This line of questioning sparked a debate about the different measurement metrics used in our public schools. The Adequate Yearly Progress (AYP) measure of the No Child Left Behind (NCLB) law represented a growth model, while the Every Student Succeeds Act (ESSA) established a proficiency model. Some saw this as evidence that DeVos lacked knowledge in this area.

However, recent events suggest that DeVos and her team have been considering different approaches. In a radio interview in Indiana, she was asked the same proficiency-versus-growth question, but this time she introduced a third option – mastery.

Traditionally, success in K-12 education has been measured in a similar way. A successful academic year was determined by attendance throughout the school days and a single measurement, usually a state exam. This measurement determined whether a student was promoted to the next grade. This system, though common, does not have to be the future path for schools.

Instead of focusing on proficiency, DeVos suggests we shift the discussion toward mastery. This means measuring success not only by what is taught, but also by what is learned. Success should be demonstrated by a student’s knowledge and their ability to apply that knowledge in various contexts, along with other measures of growth.

Education should be as diverse as the students themselves, recognizing that students come to school with different experiences, skills, and learning styles. The focus should be on the individual student, rather than the system.

DeVos has opened the door to new possibilities in education by emphasizing the importance of learning and mastery. She believes that the type of learning environment, whether public or private, traditional or charter, is not the determining factor in a student’s success. What matters is what the student learns and how they can apply that knowledge.

The challenge now is to put these ideas into practice. Some states, like New Hampshire and Rhode Island, are already shifting to competency-based approaches that prioritize mastery. The Every Student Succeeds Act allows for such innovation, and the federal government has been supporting school districts in their efforts to implement these new models.

The next step is to bring these models into higher education, especially in teacher education. If we want K-12 schools to focus on student mastery, we need teachers who are prepared in similar models.

Partisanship should not hinder us from focusing on what students know and what they can do. We should embrace the multi-faceted, mastery-based instruction that offers a deeper level of learning. It’s time to invest our efforts in shaping the future of education, regardless of political affiliations.

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