Laurie Gagnon on Competency-Based Education and a Competency-Based System

In this episode of the Getting Smart Podcast, host Rebecca Midles is joined by Laurie Gagnon, CompetencyWorks Program Director at the Aurora Institute, to explore the transformative power of Competency-Based Education (CBE). Laurie explains how CBE shifts the focus from traditional seat-time requirements to mastering skills and knowledge at an individualized pace. This approach personalizes learning, promotes equity, and empowers students to take charge of their educational journeys. Laurie shares inspiring examples of districts successfully implementing CBE and discusses the systemic changes needed to support this innovative model.

The conversation highlights the critical role of equity in CBE frameworks. Laurie addresses misconceptions and emphasizes how thoughtfully designed CBE systems can reduce opportunity gaps while fostering a shared language for clarity in educational transformation. Her insights illuminate the potential of CBE to prepare all learners for future challenges and opportunities. Tune in to learn how CBE is reshaping education to meet the needs of every learner.

Outline

• (00:00) Introduction and Guest Welcome
• (00:31) Understanding Competency-Based Education
• (04:16) Visualizing Competency-Based Education
• (07:54) Real-World Examples of CBE in Action
• (20:07) Addressing Equity and Future Directions

Introduction and Guest Welcome

Rebecca Midles: You’re listening to the Getting Smart Podcast. I’m Rebecca Midles. Today, we’re joined by repeat guest, Laurie Gagnon, who leads the CompetencyWorks Initiative at the Aurora Institute. This initiative is dedicated to sharing promising practices and shaping the future of personalized, competency-based education.

Welcome back, Laurie.

Laurie Gagnon: It’s great to be here. Thanks for having me.

Understanding Competency-Based Education

Rebecca Midles: The Aurora Institute’s definition of competency-based education is easily regarded as the go-to. Would you walk our listeners through that definition for us?

Laurie Gagnon: Absolutely. So first, competency-based education is a student-centered framework that is focused on ensuring that every student, every learner, no matter their abilities or what they bring into their learning experiences, is able to learn what they need to thrive in the world.

So competency-based education, CBE for short, is a contrast to a one-size-fits-all approach that’s driven by seat time, where learners are going through the content at the same time, and they’re getting as much as they can, as long as they get enough for a 60 percent, 70 percent, or 80 percent. They move on, and we don’t really know if they missed something essential or if they just didn’t do well on a test, even though they know it, or if they didn’t do their homework. So we don’t really know what is going into that.

So the CBE definition, again, is meant to help think about what it would mean to build a system that accomplishes this.

There are seven parts, which can be a lot, but really they’re around students being empowered to make decisions about their learning. So learning is something that the learner does. It’s not something that’s done to the learner. So really having that ownership on behalf of students is important.

Then, the assessment is meaningful and positive. So students are showing what they know and can do in relevant, meaningful ways that are about the real world and about application, not just recalling information without context. And then they’re supported to learn. So they get timely, differentiated support along the way so that when they have a challenge, we know where the learner is at, and we know that they need support. And the learner also can know that they need support and ask for it.

They make progress based on this demonstration of learning. So based on mastery, not time. And we can get into what that means, right? But really, it’s like looking at things from more of a growth perspective — where am I at, and what do I need to learn next? And that’s how I’m going to make progress: based on what I’ve actually learned. And students are going to learn actively using different pathways and pacing. So there are lots of connections to Getting Smart’s New Pathways Campaign and other pieces, like real-world learning.

That encompasses a lot, right? There’s project-based learning, there’s work-based learning, there’s a lot of different ways to learn actively. And then all of this — and maybe this shouldn’t be a bullet, but it should be elevated even a bit more — is that strategies to ensure equity are embedded in the culture, in the structures of the learning community, and in the pedagogy, right? Which is reflected right in these first bullet points.

And then finally, just everything is driven by transparent competency frameworks that outline the expectations for learning. And those are not just the academics, but a broader set of skills and dispositions in addition to the academics that we need in order to thrive.

And maybe the most important of those, we often think of things like communication and collaboration, but maybe the most important of those is actually learning how to learn. And being able to set your own goals and pursue learning. And that’s something that is both helpful during school or your learning experiences, but also beyond.

Rebecca Midles: I certainly hear agency coming through with that. And I love that you highlighted real-world learning as well and what people sometimes will call work-based learning. I know a lot of organizations that are doing this work are using this definition and then adding a real-world learning component to it because it’s so powerful. It matches so well with that. So appreciate you highlighting that.

Visualizing Competency-Based Education

Rebecca Midles: I think you’ve also created an infographic, right? I’m looking at it, and it outlines the vision. We’ll drop that link into the show notes for those that are listening. Can you tell us what inspired you to turn that definition into this infographic and how you envision educators using this?

Laurie Gagnon: True to the principles of a competency-based education system, there are different entry points into learning. The definition outlines things, and we can point to examples. And it’s also helpful to see things visually and show the relationship between these different elements of the definition.

And then I’ll just highlight a couple. I mentioned it with the equity being embedded in the culture, structures, and pedagogy. And that the competencies really are throughout, right? The students are making meaningful decisions about learning, the competencies that they’re supposed to learn, and about how they’re going to show them.

So they’re very much integrated throughout every other element. So I think those are two examples where I hoped, in this visual, to really show that. Here, like in the graphic, if you’re looking at it, the learners are at the center, right? So we can all imagine that learners really are at the center, and their learning is around these essential competencies.

And as learners take ownership over that and have agency, that in and of itself shifts the power dynamic and becomes a driver of equity from the learner themselves into the system. So that’s one thing to try to communicate — that the competencies are woven throughout it. And the learner knowing that and really having that in their hands at the center is the driver for envisioning a competency-based education system and trying to bring the different research that’s behind competency-based education into reality.

I think the other piece around equity is there are a lot of ways to tend to equity. And it really is the purpose of creating such a system. But there’s also a lot of pieces, and I think we can lose sight of them. And so we can’t, as people are implementing competency-based education, do all of it and all of it at once.

So how do we really keep that focus that this is really about every learner learning at high levels? And that is going to be a driver of how we go about this work. So the input, the process, the leadership that happens, and the community engagement that happens should drive all of the work. But also we’re seeking it on the outcome level. So it’s about the inputs into creating our learning environments, but it’s also about the outputs, right? That every learner is learning to high levels.

Now, what learners do with that learning is not going to all be the same — and it never should be, right? It should really be about what is important to the learner. But at the same time, we want to make sure that every learner is leaving with lots of good opportunities and the skills to keep learning as they navigate a world that’s going to keep changing.

So I think trying to visually represent those components was really important. Every framework, definition, or visual — none of them are maybe perfect, but are they useful? And I hope that this one is useful in helping people envision how these pieces are connected to each other.

Rebecca Midles: I believe it’s useful. You were really wonderful about getting a lot of input on that and getting people to write in and add suggestions. I just encourage people to go to the show notes and see that visual. I think it’s really helpful. I’m going to circle back to the equity piece you brought up a little later, but let’s stop here and think about how to make this even more concrete for listeners.

Real-World Examples of CBE in Action

Rebecca Midles: What exactly does CBE look like in practice? Can you share an example of what a system-wide approach might look like? Perhaps a district that’s making strides around competency-based education and what they’ve done at a systems level to implement this learning environment?

Laurie Gagnon: Yeah, that is a great question. And the answer is that, just as there are multiple pathways for learners in learning, there are also multiple pathways for systems and schools to enact competency-based education. I think that’s part of the beauty but also the complexity, right? There’s not a single right way to do this. So I’ll give just a couple of examples that illustrate some different approaches and orientations that are still really working toward embodying and implementing these definitions.

One that we hear a lot about, but I think is really worth elevating, is Lindsay Unified in California, which I know you’re familiar with. Before I share a little of the details, one of the keys is that the learners know what they are learning and what it looks like to make progress. That’s a through-line in all these models. In Lindsay, I think they still call their schools “learning communities,” right? So they’re shifting the mindset — that’s getting to that culture of learning and making that really accessible and driven by the learners. Their competencies look a lot like the standards or maybe power standards, right? So they’re still grade-level-based, but the learners know where they’re making progress, and they move on. They can move on to work on the next thing when they demonstrate proficiency. A lot of the learning still happens in the classroom, but as time goes on — once they get to high school — there are pathways that students get to explore and see those real-world connections.

They’re talking about their learning throughout. They’re building their class, starting with the youngest kids, defining their classroom values, how we’re going to learn together, and what it looks like to be a learner here. This culminates in demonstrations of learning, where learners talk about what they learned and what they want to do with that. The competencies are driven by this kind of standards-based framework, but they also have lifelong learning outcomes that are transparent and cross-cutting. This is another common piece, where academics might still be there — still in courses and grade levels — but we start to bring out these transferable skills that cut across the system.

That’s a little bit about the structure of one place. In terms of what it means to pursue this, it’s really about having a vision and aligning to it. In Lindsay, they make clear what students are learning, students know what they are learning, and they design their curriculum around that as an anchor. They’ve also started to layer in more projects and deeper applications embedded into the curriculum — that’s been their trajectory. Some places start with a more project-based feel to the learning and then get to competencies that way. Wherever you start, you often ask yourself questions about what’s next, and that leads you to other places.

Another example is Building 21, which has two lab schools in Philadelphia and Allentown, Pennsylvania. Their competency framework is really progression-style. It started more at the secondary level, but they’ve now built it out from K through 12. It’s really about lifelong learning, readiness for college, and beyond. This progression framework uses developmental levels, where students might be at level one or two in early or late elementary, progressing through. They translate this back into A’s, B’s, and C’s when necessary, operating within the larger system. Students fill portfolios of evidence — for example, an “English 9” portfolio — by working on smaller learning modules, sometimes called studios. These modules might last six weeks, and some schools adopt trimester models to create shorter periods of time.

This model allows for anchor projects and timely topics aligned to competencies. Students aren’t all working on the same competencies or levels, allowing them to work at a pace appropriate to their level. They demonstrate evidence of their learning, and once they fill their portfolios, they can graduate. Graduation doesn’t have to follow the traditional yearly cycle — it can happen on a rolling basis or quarterly, with cultural celebrations still included.

Rebecca Midles: I’m going to dig in just a little bit more. What does this mean for students at the classroom level? How does it differ from more traditional models?

Laurie Gagnon: Yeah, that’s a great question. I think that piece of students knowing the learning goals and understanding where they’re at is an anchor. From there, it depends on the implementation. In some models, the environment might still feel like traditional school, but the culture is different because students are actively talking about their learning.

One example comes from Vermont, where the state has proficiency-based graduation requirements. Schools often use the term “proficiencies” because that’s the language of the state. Different schools take different approaches. Some are more like Lindsay Unified, where they’re grade-level-based. Others create progression systems where proficiencies build upon one another or are demonstrated across various contexts. They often include transferable skills—skills that apply to lifelong learning, such as critical thinking or collaboration.

When I visited Vermont, students were actively engaging with their learning. They’d look at their proficiencies, assess where they stood, and ask, “What can I do to be more proficient?” There was still a little of the “I want to improve my grade” mentality, but the focus had shifted toward the learning itself. Teachers and leaders supported this by fostering a culture where students were discussing their growth, not just their grades.

Often, students have opportunities to revise or continue learning. They might take a test or complete a performance-based assessment, which could involve solving real-world problems. Whatever the assessment, there’s usually a chance to reflect, revise, or apply that learning to the next project. This focus ensures the reported outcome reflects the student’s current level of competency, not an average of every attempt.

I like to use the analogy of learning to ride a bike. If it takes you longer than others to learn, how long will people hold that against you? If you eventually master it, why should we always remind you that it took you longer? Competency-based education works similarly. It allows students to take the time they need without being penalized for the pace at which they learned.

Rebecca Midles: That’s such a powerful analogy. You’re really highlighting how CBE encourages students to focus on their goals without being constrained by arbitrary timelines.

Laurie Gagnon: Absolutely. The day-to-day experience in a competency-based classroom can vary. For example, Purdue Polytechnic High School has a strong project-based model. Students engage in STEM projects that solve real-world problems, with content woven in as needed to tackle those challenges. Students are not just doing “cool” projects—they need to acquire knowledge to solve the problems presented. The focus is on mastery within the context of meaningful work.

In Vermont, students from sixth grade onward develop personalized learning plans. These plans create space for student choice, whether that involves selecting courses or engaging in flexible learning opportunities outside the classroom. It’s all about knowing your learning goals and understanding how your experiences are helping you meet them.

Rebecca Midles: You’ve surfaced so many ideas. If someone is new to this conversation, it might feel overwhelming. But I love that you emphasize how competency-based education is really about ensuring students learn what they need and that the journey doesn’t hinder the outcome.

The problem of averaging grades comes up frequently in discussions about traditional systems. I’ve also seen students avoid challenging themselves because they’re worried about how it might affect their GPA. Competency-based education removes that barrier, encouraging students to take risks and tackle challenges because the focus is on the outcome, not the obstacles along the way.

Addressing Equity and Future Directions

Rebecca Midles: Let’s talk about the terminology around competency-based education. Some regions use terms like “proficiency-based” or “performance-based,” while others say “mastery-based learning.” Standards-based or standards-driven learning also comes up. Do you think we need a more shared language around these terms, or is flexibility better?

Laurie Gagnon: This is a challenge. I often think about it while out on a run! Education systems sometimes look for quick fixes or straightforward answers, but competency-based education pushes against that mindset. There’s no single “right” way to do this.

We could try to define the nuances—saying, for example, that “proficiency-based” means one thing, while “mastery-based” implies something else. But people don’t always hold the same concepts. Rather than focusing on strict terminology, I think it’s more important to ensure that all these approaches align with the vision of equitable, high-level learning for all students.

What matters most is unpacking what’s happening in each system, regardless of the term being used. Some use the same language but mean different things, while others use different terms for similar practices. If we focus on shared goals—putting learners and equitable learning at the center—we can move forward.

Rebecca Midles: I find that everyone aligns on the “why,” but the “how” and the “what” often create confusion. The approaches and grain size differ, which can make it hard for people to understand the overall vision.

Laurie Gagnon: Exactly. That’s why we must stay grounded in the vision while allowing for diverse approaches. Competency-based education isn’t about rigid pathways—it’s about creating systems that truly meet the needs of all learners.

Rebecca Midles: You’ve also highlighted how competency-based education functions as an equity strategy. But some people might worry that letting students move at their own pace could widen opportunity gaps. What’s your response to that?

Laurie Gagnon: That’s a common concern. But CBE isn’t about rigid pacing; it’s about knowing where students are and providing what they need to succeed. If a student struggles, the system must adapt and find new entry points to help them move forward. It’s not about repeating the same approach that didn’t work the first time.

The focus is on foundational skills and mindsets, particularly literacy and numeracy, as well as the conceptual knowledge students need to thrive. By creating personalized, age-appropriate pathways, CBE ensures that all students can progress, even if their starting points are different. It’s really about building a system that can see and recognize where learners are, helping them recognize it as well, and then figuring out how to move forward. Agency is central to this process. The system sets up students to become advocates for themselves, which is not seen as a threat but rather as something to cherish and encourage.

If you’re listening to this and find these conversations interesting, there are many resources you can explore. The Aurora Institute offers webinars, symposiums, and other opportunities for deeper learning. For example, we often talk about grain size—what’s needed at elementary versus secondary levels—and how the context can change as students grow. It’s all about honoring what students bring to the table, their backgrounds, and what matters to them. This approach is another dimension of equity, one I think is critical to highlight.

Rebecca Midles: As we close, could you share why you believe competency-based education is the right approach for transforming education?

Laurie Gagnon: At its heart, competency-based education is an attempt to bring what we know about how people learn and what helps them thrive into practice. We know so much more now about the science of learning—what it means to be ready to learn, to feel a sense of belonging, and to engage meaningfully. Competency-based education looks at how to build systems that implement these principles in real, actionable ways.

The potential impact of figuring this out is enormous. It’s about unleashing human potential—helping individuals live their best lives, contribute to their communities, and navigate a constantly changing world. If we can build systems that truly support every learner, the ripple effects could lead to a better, more equitable world.

Rebecca Midles: Thank you, Laurie. It’s always a joy to have these conversations with you. For those listening, if you want to learn more, I encourage you to explore Competency Works through the Aurora Institute. Join webinars, attend symposiums, and keep following these conversations through Getting Smart. Thank you again, Laurie, for joining us today.

Laurie Gagnon: Thanks for having me.

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Laurie Gagnon

Laurie Gagnon joined the Aurora Institute in 2022 as the organization’s CompetencyWorks Program Director. In this position, Laurie leads the CompetencyWorks initiative–sharing promising practices shaping the future of K-12 personalized, competency-based education; identifying trends; conducting and facilitating research that answers critical questions facing the field; and disseminating those findings widely.

Prior to joining Aurora, Laurie led education design and partnerships at reDesign, an education design lab focused on learner-centered design, change, leadership and adult development. Before reDesign, Laurie was the Director of the Quality Performance Assessment Program (QPA) at the Center for Collaborative Education in Boston, MA. She was a key designer of the QPA model and led the program’s expansion from a research and development pilot to a program that is now being used in schools and districts across the country to take educators through the process of creating valid and reliable performance assessments. Laurie began her professional life teaching English in Japan on the Japan Exchange and Teaching (JET) Programme, and soon after returning to the U.S. she became a high school history teacher. Laurie earned her bachelor’s degree in sociology-anthropology at Middlebury College, her master’s degree in law and diplomacy from Tufts University, and holds a nonprofit management and leadership certificate from Boston University. She lives in Somerville, MA with her husband and young son.

Links: 

• Watch the full video here
• Laurie Gagnon
• Laurie Gagnon LinkedIn
• Laurie Gagnon and Cory Henwood
• Illustrating the Competency-Based Education Definition
• CompetencyWorks
• To Fully Realize Horizon Three, We Need New Accountability Systems by Laurie Gagnon