ears in the making, reDesign’s Future9 Competencies have been informed by a wide range of education and learning sciences Yresearch, and shaped by over a decade of design, field-testing, and competency implementation work alongside school, district, and state partners. This report includes: Highlights from the research literature that support the selection of skills sets included in the Future9 Competencies. The framework applies a whole-learner, cross-disciplinary lens to map out foundational academic, cognitive, metacognitive, and social-emotional development. They are designed to help learners put their skills and knowledge into action across authentic, diverse contexts over time. Synthesis of our external review process prior to the release of the competencies. Nearly three dozen young people, educators, researchers, leaders, and content experts took a close look at the competencies’ scope, content, and design and provided insights and feedback. Internal technical criteria used to assess and improve the clarity and structure of the design, while attending to language, bias, and representation. These criteria helped set the standard for developing a set of high-quality, progression-based competencies that provide learners with transparent, stable, and coherent K-12 learning trajectories. Gutmann, L., Soalt, J., & Schaef, S. (2024). The Case for reDesign’s Future9 Competencies: Research Overview & Review Process. reDesign: redesignu.org/future9 2