Discover how outcome-based education reimagines instructional and strategic planning in congruent and interrelated ways.
Working in education, I spend a large part of my time thinking about pedagogy. I’d venture a guess that you do too. Pedagogy is complex and intricate.
It informs entire school processes, guiding educators in classrooms, district offices, and all levels in between. In addition, the goal of any pedagogical approach is nearly the same: student achievement. Moreover, pedagogy is a means to an end, and each approach arrives at the end differently
What other division of work has that sort of congruence?
In my research, I find the most pervasive and revolutionary development to pedagogy in recent years is the introduction of outcome-based education.
With a history of over thirty years of political, technological, and educational attempts to elevate student learning through defined results, outcome-based education provides an excellent case study for school change.
Outcome-based education bridges school planning and student learning. It is an all-encompassing approach to education, which connects institutions to people.
In a more traditional education model, students are expected to regurgitate facts through rote memorization; whereas outcome-based education bequeaths students with overarching knowledge and skills.
These overarching knowledge and skills are less derivative of specific content areas but rather overarching concepts that support them as citizens, professionals, and lifelong learners.
The standards-based movement is well over thirty years in the making and dates back to a DOE report authored under Reagan’s administration, which warned of a national school system no longer preparing students with skills needed to succeed professionally. The committee recommended the release of a common core curriculum to guide instruction.
While the political atmosphere prevented the rise of a federally authored curriculum, states began to create their own curriculum that was influenced in part by business leaders’ involvement in education policy – business needs a well-educated human capital.
While efforts failed over the coming two decades to produce a nationally mandated curriculum, states continued to author curriculum themselves. President Bill Clinton did, however, introduce large scale testing to gauge student understanding of skills such as reading. The national assessments resulted from a bipartisan authored list of education goals to be achieved before the year 2000.
The dawn of nationally prescribed standards occurred under Bush’s No Child Left Behind policy, which dictated grade-level learning standards that were assessed in year-end, high-stakes assessments.
From there arose the Every Student Succeeds Act, which reformed assessment and standards with the introduction of the Common Core.