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The Compensatory Potential of Competency-Based Education.

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Bibliographic Details
Title: The Compensatory Potential of Competency-Based Education.
Authors: Thompson, B., Cunningham, C. H.
Peer Reviewed: N
Page Count: 16
Publication Date: 1977
Document Type: Speeches/Meeting Papers
Descriptors: Academic Achievement, Compensatory Education, Competency Based Education, Measurement Instruments, Secondary Education, Student Attitudes, Student Characteristics
Abstract: This paper summarizes the results of a study of student achievement and student attitudes toward competency-based curriculum in one high school in the Houston Independent School District. Students were asked to rate instructional modules they completed during one academic year. They were given parts of the California Achievement Test and the Vocational Preference Test (intended to measure personality factors), in addition to the Module Opinionnaire. The findings indicate that competency-based education's compensatory potential is not inherently limited by requirements that students have high reading skills or certain other characteristics. Student ratings of modules on factors labeled "difficult,""useful," and "dull" are but little related to academic skills or personal characteristics of high school students. (Author/DS)
Entry Date: 1977
Accession Number: ED136389
Database: ERIC
Description
Abstract:This paper summarizes the results of a study of student achievement and student attitudes toward competency-based curriculum in one high school in the Houston Independent School District. Students were asked to rate instructional modules they completed during one academic year. They were given parts of the California Achievement Test and the Vocational Preference Test (intended to measure personality factors), in addition to the Module Opinionnaire. The findings indicate that competency-based education's compensatory potential is not inherently limited by requirements that students have high reading skills or certain other characteristics. Student ratings of modules on factors labeled "difficult,""useful," and "dull" are but little related to academic skills or personal characteristics of high school students. (Author/DS)