Could you comment further on the NH CBE story? It seems like the program was attempting to do exactly what many (most?) educators would prefer - meeting each kid where they are & moving them forward at their own best pace. The artificial constraints of grades & grade levels were removed. The teaching & assessment seemed authentic - not the chained to a screen/Khan Academy junk that gets marketed as CBE.
It seemed to fail due to lack of support - mainly $ - and evaluating it against “traditional” grade level standards.
Could you comment further on the NH CBE story? It seems like the program was attempting to do exactly what many (most?) educators would prefer - meeting each kid where they are & moving them forward at their own best pace. The artificial constraints of grades & grade levels were removed. The teaching & assessment seemed authentic - not the chained to a screen/Khan Academy junk that gets marketed as CBE.
It seemed to fail due to lack of support - mainly $ - and evaluating it against “traditional” grade level standards.
Was the program itself fatally flawed?