Dig into the Why

The Case for reDesign’s Future9 Competencies Research Overview & Review Process Measuring the learning that matters. RESEARCH & REVIEW PROCESS redesignu.org

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

Why do learners need future-ready competencies? hat will K-12 learning, at its best, entail in the To meet this gap in available competency sets for children future? Competencies and competency-based and youth, reDesign has built a set of research-informed Weducation — in which learners gradually progress competencies and progressions focused on some of the most through a continuum of sequentially arranged knowledge and salient aspects of education and development: a whole-child skills — will likely play a key role. Across the country and the approach to learning that recognizes the interrelationship world, K-12 competency-based learning is gaining momentum, of social, emotional, and cognitive learning; an emphasis as educators, students, and parents recognize its capacity to on future-ready knowledge and skills, that focuses on the support student agency and engagement, as well as more problem solving, critical thinking, and collaboration skills flexible, equitable, and meaningful learning pathways. necessary for life in a complex, interdependent world; and an appreciation of learning as developmental, iterative, A number of national and international reports on the future and ongoing, that takes the form of a flexible, holistic K-12 of K-12 learning recommend the ongoing development of continuum to guide learning across the trajectory of a young 3 competency-based approaches in a variety of contexts: in person’s education inside or outside of school . 1 school, in a昀琀er school, and in out-of-school settings . Every state now allows for some form of competency-based education, and In line with our social impact mission and informed by research a number of districts, schools and a昀琀er school programs have and our work in the field, we have developed reDesign’s 2 successfully implemented competency-based approaches . Future9 Competencies as a tool to help practitioners attend to the complex ways that young people learn, think, and Yet despite the growing role of competency-based education create throughout their entire lives—through their emotions, in elementary and secondary settings, many people—while relationships, cultures, identities, languages, ideas, dreams, aware of the role of competencies play in higher education and brains and bodies, rather than any single, specific academic work-force training—are still not aware of their potential role in behavior or method. K-12 learning, in part, because there are few readily available, published, high-quality K-12 competency sets available for use in the classroom. The reDesign Future9 Competencies include: Competencies - a transferable set of specific, observable, and agency-building skills that are important for lifelong learning, as well as living, working, and contributing in a community Progressions - that serve as “developmental rubrics” for each competency, describing concrete, observable behaviors and actions in student-facing language about how these skills authentically develop, from novice to expert 1 AYPF, 2016; Boser et al, 2018; Hauser, 2016; Jerald, et al., 2017; Lerner, et al., 2016; OECD, 2018 2 Stanford, 2023 3 Cantor, et al., 2021; Care, 2018; Darling-Hammond, K., et al., 2022; Darling Hammond, L. et al, 2018; Darling-Hammond, L. et al., 2020; Immordino-Yang, et al., 2018; Ladson-Billings, 2021; Nagaoka, et al., 2018; National Research Council, 2000; OECD, 2018; Ontario Ministry of Education, 2016; NYESD, 2018 3

Research Overview he research consulted in designing each of the Future9 Competencies is briefly summarized here. We outline the by Competency Tthinking, selection, development, and focus of individual competencies as part of a set of essential skills for future-ready learning. Build Community The experience of belonging within a community has come outside of schools, networking, social capital, and language 4 to be seen as foundational to all learning and development . development. Not only do learners need the opportunity to experience being part of caring communities and in positive relationships with The competency Build Community focuses on the essential, others, they also need the chance to develop the skills to transferable skills individuals need to contribute to the initiate and sustain relationships in a range of contexts in their processes of establishing and sustaining community with lives, for both their inherently meaningful and instrumental others: belonging, building relationships, and networking. purposes. The competency Build Community focuses on the essential, transferable skills individuals need to cultivate and For this competency, we drew on research on belonging, sustain relationships in community, and develop multilingual connectedness, relationship-building inside and outside of skills to sustain home languages and learn new languages. schools, networking, and the development, as well as the For this competency, we drew on research related to critique of, social capital in schools and life. belonging, connectedness, relationship-building inside and Design Solutions In the complex modern world, we are o昀琀en called on to be design challenges in work and life, but it is also applicable problem-solvers in both our professional and personal lives. to many kinds of interdisciplinary learning across subjects Problem-based learning, not surprisingly, has become an in schools, including project-based learning, engineering influential pedagogy, in which educators pose a challenging challenges, art and media projects, science learning linked yet doable open-ended problem, with appropriate sca昀昀olding to real-world applications, and youth work on community to stimulate learners’ creative thinking, cognitive growth, and projects. 5 the development of content-area skills . At its best, problem- based learning also encompasses an iterative approach to Our thinking around the competency Design Solutions developing solutions: once a problem has been grappled with started with research on design thinking and rapidly branched and a potential solution envisioned, learners test and revise out to include research on problem-based learning, project- their solution to make it as viable as possible. based learning, engineering and art education, and youth participatory research. The competency Design Solutions emphasizes three key skills underlying problem-based learning: defining and exploring a problem; developing models and/or prototypes to solve the problem; testing and refining the models and/or prototypes to improve them. Not only is this competency applicable to many 4 Darling-Hammond et al., 2018 5 Zakaria, 2019 4

RESEARCH OVERVIEW BY COMPETENCY Engage In Inquiry Inquiry-based learning has a long history. As far back as O昀琀en di昀昀erent subject areas in a school will have somewhat Socrates, educators have been using systematic questioning di昀昀erent approaches to inquiry, and a stream-lined, content- to help students uncover truths and learn about the world agnostic competency, such as Engage In Inquiry, can help around them. Dewey and Constructivism have influenced students to better understand inquiry as a foundational, contemporary approaches to inquiry-based learning, most transferable processes for gaining knowledge, usable across of which is characterized by a driving question or authentic content areas, without in any way diminishing their more problem, active, learner-ownership of the processes, specific understanding of subject-specific approaches to teacher-support rather than direction, and creation of an inquiry. 6 artifact . Project-based learning and a number other current pedagogical approaches are grounded in inquiry-based To develop this competency, we drew on three areas of 7 learning . research related to inquiry: general research on inquiry-based learning as a field, subject-specific approaches to inquiry, As valuable and compelling as inquiry is, it can be di昀昀icult to and previously-developed inquiry-based frameworks and implement without a clear cycle of steps. Students benefit cycles. Across all three of these research areas, we aimed to from learning and internalizing a clear, transferable cycle of distill the most essential, most cross-cutting and transferable steps for inquiry, which they can then use across content areas components of inquiry, in order to build a competency to explore knowledge in and out of school. The competency usable to seek out and generate knowledge in a wide range of Engage In Inquiry speaks to this need for learning a clear, academic and non-academic contexts. Additional background transferable cycle for doing inquiry, as it takes learners information for this competency can be found in our concept through the skills of learning to frame a research question, paper, Learning As Inquiry. develop a plan, evaluate sources, and synthesize findings. Express Ideas There are so many means and media through which we writing–recognizes the value of orality and multiple modes can express ideas: through the means of words, art, music, of communicating, digitally and otherwise. The competency and dance, for example, and through the media of texts, Express Ideas does just that, through a focus on five skill performances, videos, and recordings, to name just a few. Yet, areas central to the expression of written thought, yet also despite this abundance of ways to communicate, we o昀琀en more broadly applicable to conveying thoughts through insist that learners think only of written words and texts as the other modes of expression: defining audience, purpose and way to express ideas, rather than seeing the expression of ideas format; developing one’s message; developing cra昀琀; finalizing; in words and texts as a powerful, foundational tool, essential sharing and reflecting. Because the skills in this competency 8 for success in life and work in multiple forms . If we readjust our are anchored in the skills needed to write well, yet are also vision of how learners can express ideas to take in the beautiful highly applicable to other forms of communication, they are array of means and media for doing so, then the expression ideal for supporting student work on multimodal/multimedia of ideas in written words and texts remains an essential skill, performance assessments and/or portfolios. but not a singularly-defined one, and we recognize the value of equipping learners with a necessary 21st-century ability: To inform the development of this competency, we explored the capacity to choose and use the best means and media for research related to: writing development, composition, and expressing their ideas. instruction; multimodality and multiliteracies; impact of the arts on learning, particularly from the To develop learners’ capacity for choosing and using the best perspective of artifact-making; and 6 means and media for expressing their ideas, they need a skill work on discourse and the practice of Duncan and Chin, 2021 7 set that–while grounded in the expression of ideas through performance. Condli昀昀e, 2017 8Si et al., 2022 5

RESEARCH OVERVIEW BY COMPETENCY In a period of time where testing has become more important than child development, reDesign’s framework is a great addition to any classroom curriculum.” - EXPERT REVIEWER Learn Interdependently When we learn interdependently we use our voice and agency Many resources and guidelines are available separately on to work with others. Educators, parents, and community each of these distinct areas of learning science, but this array members have come to realize that without voice and agency, of materials can leave learners and teachers confused about youth are rarely engaged in their own learning, and may not how to integrate them into something learners can readily use think through what they are learning or be able to articulate to improve their capacity to learn interdependently. We intend their learning. In contrast, empowered, interdependent the competency Learn Interdependently to fill this gap and learners with voice and agency o昀琀en willingly plan and discuss to get at what voice and agency look like when youth draw on 9 their learning with others . the concrete skills associated with self-e昀昀icacy, goal setting, planning, discussion, and feedback. The competency Learn Interdependently focuses on 1) the skills learners need to to use their voice and agency e昀昀ectively and 2) the self-e昀昀icacy and conversational abilities necessary to collaborate and execute complex projects in schools, workplaces, and life. To develop this competency, we synthesized not only the research on student voice and agency, but also the research on self-e昀昀icacy, goal setting, planning, discussion, and feedback. Navigate Con昀氀ict Conflict is part of learning and life, and educators have long though, in its distinct emphasis on the role of the individual recognized the importance of developing learners skills in learner’s agency in recognizing and mitigating conflict within navigating conflict. The field of conflict resolution has for the classroom and beyond, and its careful distilling of what many years informed educators’ approach to helping learners skills a learner as an individual can use to help them process navigate conflict within schools and communities, as well as and respond to conflict: recognize and process feelings; more recently the field of restorative justice, with its greater recognize and respond to feelings of others; and apply emphasis on relationships and the call to honor all individuals’ strategies to work towards resolution. inherent worth10. Many schools and youth programs have adopted frameworks for addressing conflict that are grounded To develop this competency, we considered research and in the work of both of those fields. frameworks related to conflict resolution, restorative justice, self-regulation, and social-emotional learning. The competency Navigate Conflict likely aligns with skills and mindsets learners may have worked with in school and community-based conflict resolution and restorative justice frameworks. It likely di昀昀ers somewhat from these frameworks, 9Baroutsis, et al., 2016; Toshalis and Nakkula, 2012 10 Darling-Hammond, S., 2023; Fronius et al, 2019 6

The framework is strongest in terms of thinking about students as actual people who are engaging in a quest to be well-rounded individuals and acquiring skills that will be useful to them (and society) post K-12 education.” - EXPERT REVIEWER Read The World Reading, according to the educator and philosopher Paulo To develop this competency, we drew on four primary areas Friere, entails reading the world as well as reading the word, of education research and practice: student-generated paying attention to the context that surrounds texts, as well as questioning, critical thinking, criticality, and historical inquiry. the texts themselves: questioning, interrogating, and seeking What all four of these areas of research and practice have in to understand not just the meaning of discourse, but the common is the recognition that in order to read the world, 11 power, point of view, and artistry embedded in discourse . learners need to be asking deep and probing questions about texts, discourse, and artifacts - questions that enable them to As a competency, Read The World demonstrates how learners see the ever-evolving connections between texts, discourse, understand ideas from many angles and how they learn to artifacts and society. identify, critique, appreciate, and connect ideas across time and place. In our highly literate world–embedded in multiple texts and discourses–this ability to interpret ideas agilely is essential for navigating life and work. Reason Quantitatively Inside and outside of schools, we are called on to reason as an element of problem-solving — the skills associated quantitatively, o昀琀en in content areas and contexts not with representing, solving, and explaining problems from a strictly defined as math-related. In other words, reasoning quantitative perspective. These problem-related skills, while quantitatively, like reasoning verbally, is a universal, o昀琀en taught in math classes, are not exclusive to learning in widespread competency, with some essential components math, and o昀琀en show up in learning related to analysis more that we can rely on to do our best reasoning regardless broadly, including analysis of data, at small and large scales of setting. Numerous reports have made the case for in schools, work, and life. Once learned as a competency, quantitative reasoning and literacy as a significant 21st- reason quantitatively then becomes an accessible tool 12 century capability , yet getting learners to understand for making sense of problems and approaching them quantitative reasoning as something they can progressively quantitatively throughout one’s life. learn and do in many contexts, not just math class, can be tricky because many learners have never seen and worked Our work with this competency has been informed by with quantitative reasoning as a transferable competency research on quantitative reasoning and literacy, problem with wide-spread utility in daily life, as well as a range of solving in math and science education, math mindsets, and academic disciplines. emerging research on teaching data literacy in secondary and elementary schools. The competency Reason Quantitatively aims to address this gap in learners’ understanding of the transferability and viability of quantitative reasoning in many contexts by distilling quantitative reasoning down to its essence 11 Freire, 1985 12Steen, ed. 2001 7

RESEARCH OVERVIEW BY COMPETENCY During my 昀椀rst read of the framework, I kept thinking what a di昀昀erence we would see in the world if every teacher, student, and caregiver had an understanding of these competencies.” - EXPERT REVIEWER Sustain Wellness Numerous researchers have recognized the extent to which related to caring for one’s self and others in socially just ways, learning entails social and emotional components, as well as well as skills more traditionally associated with SEL. 13 as cognitive ones . To this recognition of the entwinement of social, emotional, and cognitive learning has been added As would be expected in a competency that works across a a wide-spread recognition of the role that identity plays in number of socially, culturally, and psychologically inflected learning, and the ways in which threats to one’s identity in areas of education practice, the research we drew on to the form of bias and stereotypes negatively impact learning design Sustain Wellness draws on approaches to thriving 14 and well-being more generally . For joyful learning to occur, and flourishing articulated in a wide range of fields, including learners need caring environments where they are given positive psychology, social and emotional learning, and the tools to build, explore, and sustain their identities, culturally-responsive and sustaining education. relationships, and feelings, as well as their ideas. The competency Sustain Wellness provides these tools for building, exploring, and sustaining identities, relationships, and feelings through three key skill areas: nurturing identity, disrupting bias, and building a昀昀irming life practices. The competency as a whole contains aspects of social emotional learning, but is not solely that, since it encompasses skills 13 Immordino-Yang, et al. 2018 14 Nagaoka, 2015 8

INSIGHTS cross the review process, we asked educators, young people, and subject matter experts to respond to face validity survey items based on their initial impressions of the competencies as a whole, Amake suggestions for improvement, including around the clarity of language, and provide open-ended comments on language, bias/representation, and potential use when implemented in classrooms. Internally, we also held each skills progression to a high standard of quality review, which included an eye towards inclusive and a昀昀irming language, ease of distinctions between levels and indicators, ability for learners to directly use the competencies as student-facing materials for goal-setting and reflection, the measurement of observable and discrete actions/processes/behaviors through positive and developmental progressions, applicability to multiple contexts or ways of demonstrating understanding, and grounding in equity-driven, empirical research. Data on Face Validity HIGHLIGHTING LEVEL OF AGREEMENT SCALE OF 1-5 YOUTH ADVISORY COUNCIL EDUCATORS/EXPERTS IN THE FIELD The competency The competency framework framework measures 4.67 4.95 measures worthwhile worthwhile skills. thinking & learning skills. The competency The competency framework framework measures 4.78 4.86 measures relevant relevant skills. thinking & learning skills. The competency The competency framework framework builds skills 4.89 4.85 builds skills that prepare that would be useful for learners for lifelong lifelong learning. learning. The competency The competency framework framework builds skills 4.78 4.85 builds skills that can be that can be used across transferred across di昀昀erent di昀昀erent subjects. learning contexts or disciplines. The competency The competency framework framework builds skills builds skills that support that develop the whole 4.78 4.71 a whole-child approach to student, academically learning. and socially. 9

Researcher & e gathered perspectives towards reDesign’s Future9 Competencies from nearly two dozen reviewers who have experience in the field as teachers, Educator Weducation leaders, policymakers, researchers, and content experts. They each Perspectives provided input on the competencies as a collective set, and then took a deep dive into the particular competencies and progressions that aligned with their expertise and background. Here’s some key learnings that informed revisions to the competencies. HOLISTIC APPROACH 4.71 out of 5
Across survey questions QUALITY OF DESIGN about the face validity of the WORTHWHILE SKILLS framework, the average rating LIFE-LONG RELEVANCY was 4.71 out of 5 on a scale from 1-5 that measured level of CLEAR SCAFFOLDING agreement. & PROGRESSION FOR LEARNERS Wanted to see more: Within the bias review: Further recommendations Connections to formative assessment General agreement that there were that informed our revisions tools, support for teachers to map no significant issues of bias, with the included evidence of learning to a particular potential for the competencies to be used incorporating more “community- level, understanding of how to use this as an “inclusive tool for discussion” embedded” approaches in the design as a tool for growth and reflection that was fairly universal in design and solutions portion, and throughout, for students versus for ranking, co- managed to “tackle sensitive issues considering how to support creation and co-design, guidance for creatively”, “look at ways that students neurodivergent learners, early how to coordinate use across di昀昀erent go beyond themselves”, and place value childhood development, and variation classrooms and subjects on the experiences of people from in implementation contexts. various backgrounds. 10

Youth athering perspectives from a representative sample of learners was especially crucial to the development of reDesign’s Future9 Competencies, because Data Gthey are written in student-facing language that names what learners are able to do Highlights throughout each level of every skill progression. We wanted to hear from the reDesign Youth Advisory Council of students from around the U.S. and Canada about the relevance and utility of our competencies framework, and how it aligned with their future goals for their growth and learning, as well as their current schooling experience. On average across our Youth Advisory Council, the number of competencies that participants rated as “very important” was 7.67 out of the total nine. Their responses about the extent to which the nine competencies are taught in their current school indicated that at least for secondary students, some competencies will support or extend current learning, while others will fill in a significant gap in holistic, future-ready skill development. Importance & Opportunities TO LEARN Percentage of Total Respondents Build 56% 22% Community Design 44% 44% Solutions Engage in 33% 44% Inquiry Express 11% 22% 44% Ideas Learn 22% 67% Interdependently Navigate 56% 11% 11% Con昀氀ict Read the 11% 78% World Reason 11% 33% 22% Quantitatively Sustain 56% 22% 11% Wellness Very Important, Hardly Taught Very Important, Somewhat Taught Very Important, Extensively Taught 11

YOUTH VOICES Loved Questioned Saw Consistent connection to Utility across all grade levels, Potential to use competencies lifelong value and real-world support and guidance needed to get practice with them applicability; high potential given the complexity of certain over time & do things more to support their personal terms and language, & if we independently as they get trajectories and development could make more explicit better at them; usefulness global connections for supporting giving and receiving feedback WHAT YOUTH HAD TO SAY “Because this framework is applicable in countless scenarios, it serves as a sca昀昀olding for human life. It supports learning across the workplace, education, social community, self-identity, and more.” “All of the skills in the framework were essential at multiple points in my life, whether it was for school, extracurricular activities, or side passion projects.” “The learning in these blocks extends far past a classroom, subject, or grade level and instead focus on the student instead of the grades. It connects in classroom skills and rubrics to out of classroom independent study and ties in real world skills to make a better citizen of the earth. ” 12

REFERENCES American Youth Policy Forum (AYPF). (2016). The intersection of afterschool and competency-based learning: emerging trends, policy considerations, and questions for the future. American Youth Policy Forum, Washington, District of Columbia. https://www.aypf.org/resource/6875/ Baroutsis, A., McGregor, G., & Mills, M. (2016). Pedagogic voice: Student voice in teaching and engagement pedagogies. Pedagogy, Culture & Society, 24(1), 123-140. https://www.tandfonline.com/doi/abs/10.1080/14681366.2015.1087044 Boser, U., McDaniels, A., & Benner, M. (2018). Using the Science of Learning to Redesign Schools. Center for American Progress. https://昀椀les.eric.ed.gov/fulltext/ED592772.pdf Buchanan, S., Harlan, M., Bruce, C., & Edwards, S. (2016). Inquiry based learning models, information literacy, and student engagement: A literature review. School Libraries Worldwide, 23-39. https://journals.library.ualberta.ca/slw/index.php/slw/article/view/6914 Cantor, P., & Osher, D. (Eds.). (2021). The science of learning and development: Enhancing the lives of all young people. Routledge. https://www.routledge.com/The-Science-of-Learning-and-Development-Enhancing-the-Lives-of-All-Young/Cntor-Osher/p/book/9780367481070 Care, E., Kim, H., Vista, A., & Anderson, K. (2018). Education System Alignment for 21st Century Skills: Focus on Assessment. Center for Universal Education at The Brookings Institution. https://昀椀les.eric.ed.gov/fulltext/ED592779.pdf Condliffe, B. (2017). Project-Based Learning: A Literature Review. Working Paper. MDRC. https://昀椀les.eric.ed.gov/fulltext/ED578933.pdf Darling-Hammond, K., & Darling-Hammond, L. (with Byard, E.). (2022). The civil rights road to deeper learning. Learning Policy Institute. https://learningpolicyinstitute.org/product/civil-rights-road-deeper-learning-brief Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute. https://learningpolicyinstitute.org/product/educating-whole-child-report Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. WHAT YOUTH HAD TO SAY Applied developmental science, 24(2), 97-140. https://www.tandfonline.com/doi/pdf/10.1080/10888691.2018.1537791 Darling-Hammond, S. (2023). Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute. https://learningpolicyinstitute.org/product/impact-restorative-practices-brief Duncan, R. G., & Chinn, C. A. (Eds.). (2021). International handbook of inquiry and learning. Routledge. https://www.routledge.com/International-Handbook-of-Inquiry-and-Learning/Duncan-Chinn/p/book/978113822600 Freire, P. (1985). Reading the world and reading the word: An interview with Paulo Freire. Language arts, 62(1), 15-21. https://www.jstor.org/stable/pdf/41405241.pdf Fronius, T., Darling-Hammond, S., Persson, H., Guckenburg, S., Hurley, N., & Petrosino, A. (2019). Restorative Justice in US Schools: An Updated Research Review. WestEd. https://www.wested.org/resources/restorative-justice-in-u-s-schools-an-updated-research-review/ Hauser, A. (2016). Looking under the hood of competency-based education: The relationship between competency-based education practices and students’ learning skills, behaviors, and dispositions. Washington, DC: American Institutes for Research. https://www.air.org/resource/report/looking-under-hood-competency-based- education-relationship-between-competency-based Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning. Aspen Institute. https://昀椀les.eric.ed.gov/fulltext/ED596337.pdf Jerald, C., Campbell, N., & Roth, E. (2017). High Schools of the Future: How States Can Accelerate High School Redesign. Center for American Progress. https://昀椀les.eric.ed.gov/fulltext/ED586218.pdf Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press. https://www.tcpress.com/culturally-relevant-pedagogy-9780807765913 Lerner, J. B., Tomasello, J., Brand, B., & Knowles, G. (2016, January). The Intersection of Afterschool and Competency-Based Learning: Emerging Trends, Policy Considerations, and Questions for the Future. American Youth Policy Forum. https://www.aypf.org/wp-content/uploads/2016/01/AS.CBL-Paper-FINAL-1.6.pdf Lewis, M. W., Eden, R., Garber, C., Rudnick, M., Santibañez, L., & Tsai, T. (2014). Equity in competency education: Realizing the potential, overcoming the obstacles. RAND Education and Jobs for the Future. https://www.luminafoundation.org/昀椀les/resources/equity-in-competency-education.pdf Nagaoka, J., Farrington, C. A., Ehrlich, S. B., & Heath, R. D. (2015). Foundations for Young Adult Success: A Developmental Framework. Chicago: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/foundations-young-adult-success-developmental-framework National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition (Vol. 1). National Academies Press. https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition NYSED, 2018. Culturally Responsive-Sustaining Education Framework. https://www.nysed.gov/sites/default/昀椀les/programs/crs/culturally-responsive-sustaining-education-framework.pdf Ontario Ministry of Education. (2016). Towards De昀椀ning 21st Century Competencies for Ontario. https://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf 13

REFERENCES Organization for Economic Co-operation and Development (OECD). (2018). The future of education and skills: Education 2030. OECD Education Working Papers. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf Si, Q., Hodges, T. S., & Coleman, J. M. (2022). Multimodal literacies classroom instruction for K-12 students: a review of research. Literacy Research and Instruction, 61(3), 276-297. https://www.researchgate.net/pro昀椀le/Julianne-Coleman/publication/357537572_Multimodal_literacies_classoom_instruction_for_K-12_students_a_review_of_research.pdf Star, J. R., Strickland, S., & Hawkins, A. (2008, March). What is mathematical literacy? In Meeting the challenge of adolescent literacy: Research we have, research we need (pp. 104-112). New York: Guilford Press. Stanford, L. (2023, September 17). Every State Now Let’s Schools Measure Students’ Success Based on Mastery, Not Seat Time. Education Week. https://www.edweek.org/policy-politics/every-state-now-lets-schools-measure-students-success-based-on-mastery-not-seat-time/2023/05 Steen, L. A. (Ed.). (2001). Mathematics and democracy: The case for quantitative literacy. Princeton, NJ: NCED. https://maa.org/sites/default/昀椀les/pdf/QL/MathAndDemocracy.pdf Toshalis, E., & Nakkula, M. J. (2012). Motivation, engagement, and student voice. Boston, MA: Jobs for the Future. https://www.howyouthlearn.org/pdf/Motivation%20Engagement%20Student%20Voice_0.pdf Zakaria, M. I., Maat, S. M., & Khalid, F. (2019). A systematic review of problem based learning in education. Creative Education, 10(12), 2671. https://www.scirp.org/html/15-6304671_96692.htm Freire, P. (1985). Reading the world and reading the word: An interview with Paulo Freire. Language arts, 62(1), 15-21. https://www.jstor.org/stable/41405241 Fronius, T., Darling-Hammond, S., Persson, H., Guckenburg, S., Hurley, N., & Petrosino, A. (2019). Restorative Justice in US Schools: An Updated Research Review. WestEd. https://www.wested.org/resources/restorative-justice-in-u-s-schools-an-updated-research-review/ Hauser, A. (2016). Looking under the hood of competency-based education: The relationship between competency-based education practices and students’ learning skills, behaviors, and dispositions. Washington, DC: American Institutes for Research. https://www.air.org/resource/report/looking-under-hood-competency-based-education-relationship-between-competency-based Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning. Aspen Institute. https://昀椀les.eric.ed.gov/fulltext/ED596337.pdf Jerald, C., Campbell, N., & Roth, E. (2017). High Schools of the Future: How States Can Accelerate High School Redesign. Center for American Progress. https://昀椀les.eric.ed.gov/fulltext/ED586218.pdf Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press. https://www.tcpress.com/culturally-relevant-pedagogy-9780807765913 Lerner, J. B., Tomasello, J., Brand, B., & Knowles, G. (2016, January). The Intersection of Afterschool and Competency-Based Learning: Emerging Trends, Policy Considerations, and Questions for the Future. American Youth Policy Forum. https://www.aypf.org/wp-content/uploads/2016/01/AS.CBL-Paper-FINAL-1.6.pdf Lewis, M. W., Eden, R., Garber, C., Rudnick, M., Santibañez, L., & Tsai, T. (2014). Equity in competency education: Realizing the potential, overcoming the obstacles. RAND Education and Jobs for the Future. https://www.luminafoundation.org/昀椀les/resources/equity-in-competency-education.pdf Nagaoka, J., Farrington, C. A., Ehrlich, S. B., & Heath, R. D. (2015). Foundations for Young Adult Success: A Developmental Framework. Chicago: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/foundations-young-adult-success-developmental-framework National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition (Vol. 1). National Academies Press. https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition NYSED, 2018. Culturally Responsive-Sustaining Education Framework. https://www.nysed.gov/sites/default/昀椀les/programs/crs/culturally-responsive-sustaining-education-framework.pdf Ontario Ministry of Education. (2016). Towards De昀椀ning 21st Century Competencies for Ontario. https://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf Organization for Economic Co-operation and Development (OECD). (2018). The future of education and skills: Education 2030. OECD Education Working Papers. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf Si, Q., Hodges, T. S., & Coleman, J. M. (2022). Multimodal literacies classroom instruction for K-12 students: a review of research. Literacy Research and Instruction, 61(3), 276-297. https://www.researchgate.net/pro昀椀le/Julianne-Coleman/publication/357537572_Multimodal_literacies_classroom_instruction_for_K-12_students_a_review_of_research.pdf Star, J. R., Strickland, S., & Hawkins, A. (2008, March). What is mathematical literacy? In Meeting the challenge of adolescent literacy: Research we have, research we need (pp. 104-112). New York: Guilford Press. 14

REFERENCES Stanford, L. (2023, September 17). Every State Now Let’s Schools Measure Students’ Success Based on Mastery, Not Seat Time. Education Week. https://www.edweek.org/policy-politics/every-state-now-lets-schools-measure-students-success-based-on-mastery-not-seat-time/2023/05 time/2023/05 Steen, L. A. (Ed.). (2001). Mathematics and democracy: The case for quantitative literacy. Princeton, NJ: NCED. https://maa.org/sites/default/昀椀les/pdf/QL/MathAndDemocracy.pdf Toshalis, E., & Nakkula, M. J. (2012). Motivation, engagement, and student voice. Boston, MA: Jobs for the Future. https://www.howyouthlearn.org/pdf/Motivation%20Engagement%20Student%20Voice_0.pdf Zakaria, M. I., Maat, S. M., & Khalid, F. (2019). A systematic review of problem based learning in education. Creative Education, 10(12), 2671. https://www.scirp.org/html/15-6304671_96692.htm To access a bibliography by competency, please view the complete Future9 Competencies framework, available at redesignu.org/future9 15

LEARN MORE AND DOWNLOAD THE COMPETENCIES AT redesignu.org/future9 16 FUTURE READY COMPETENCIES 16 RESEARCH & REVIEW PROCESS