As Schools Embrace Mastery Learning, And Confront Challenges Of GPAs And College Admissions, Consortium Creates New ‘Bridge’ Transcript

As Schools Embrace Mastery Learning, and Confront Challenges of GPAs and College Admissions, Consortium Creates New ‘Bridge’ Transcript

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The creators of a grading system that departs from traditional A-F grades in favor of a new "mastery" transcript understand that this is a significant change for some schools. To address this, they have developed a "bridge" that can facilitate the transition for students, parents, and college admissions officers.

According to Mike Flanagan, the CEO of the Mastery Transcript Consortium, the main obstacle to adopting the mastery transcript is that it is seen as risky and unfamiliar. The consortium aims for students to learn at their own pace and be continuously evaluated on their progress, rather than solely relying on periodic grading periods.

While schools may support the concept in theory, few are willing to completely abandon traditional transcripts and rely solely on a new transcript format that lacks traditional grades or grade point averages. As a result, the consortium has created a solution—a Mastery Learning Record—which can be submitted alongside traditional transcripts in college applications. This record retains some of the depth and nuance of the mastery transcript while serving as a transitional tool.

During this school year, 85 high school seniors from nine schools used the Learning Record in their college applications, including seniors applying to state schools at Park City High School in Utah. This demonstrates the practical application of the new format.

Principal Roger Arbabi explained that making an immediate shift to mastery grading wouldn’t be advisable, even though Utah has embraced the concept and encourages schools and colleges to train their staff. As a traditional public high school, Park City High School recognizes that there is still a long way to go in terms of educating stakeholders on the mastery model. However, the Learning Record allows for a soft rollout and introduction of the new grading system.

The mastery learning movement underscores the fact that students do not all learn academic and other skills at the same pace. While some may quickly grasp a math concept, others may require more time, sometimes even extending into the next grading period or school year. Traditional report cards often penalize students with poor grades when they are actually progressing towards mastering a skill. The new mastery transcript, on the other hand, emphasizes the progress a student has made in learning a skill, rather than relying solely on a cutoff based on the academic calendar.

In addition, the mastery report card assesses students across multiple specific skills, rather than only within a course or broad subject. For example, math evaluation includes an assessment of statistical reasoning and scientific experimental design skills. The mastery report card also incorporates broader interdisciplinary skills such as "self-direction," "generating solutions," and "synthesizing information."

The Mastery Transcript Consortium has experienced significant growth, with over 400 schools and districts becoming members, more than doubling its membership from less than 200 schools in 2018. Some schools have adopted mastery approaches to help students recover from the learning loss caused by the COVID-19 pandemic. However, the majority of schools are still in the process of endorsing or familiarizing themselves with the concept. Only 30 schools have fully embraced the new transcript style, and around 250 seniors from these schools have used it in place of the traditional transcript when applying to college this year.

Flanagan has noticed resistance from some members who are concerned about moving too quickly and potentially jeopardizing students’ chances of college admission. They question whether they are ready for such a significant change and wonder if it is worth it, opting instead to adhere to the established rules to enhance their students’ chances of getting into prestigious universities like Stanford.

The Learning Record serves as a scaled-down version of the mastery transcript, omitting course listings and credits. However, it follows the same model of showcasing progress towards mastering skills such as cultural competency, critical thinking, and academic mindsets. The Learning Record is also valuable for demonstrating what students have learned in non-course programs, such as after-school or summer sessions, workshops, or capstone projects.

"The notion that a student’s grade in English 10 can only provide limited information about their abilities is something that deeply resonates with us," expressed Clements. "There is a much larger narrative that students have to share, one that goes beyond the confines of traditional metrics."

The school grants traditional grades for its courses, however, ten students decided to take part in building a comprehensive mastery transcript this year for their college applications. Surprisingly, the Learning Record obviated the necessity for this, and six of them ended up using it alongside their traditional grades.

"It provided an additional insight into who they truly were as learners, members of the community, and individuals, without imposing any negative consequences on our students," he added.

It remains uncertain whether the full transcript is advantageous or disadvantageous for students. To date, the consortium has reported that 285 colleges, including prestigious institutions like Harvard, the Massachusetts Institute of Technology, and Duke, have accepted at least one mastery transcript application. Although colleges are becoming more familiar with these transcripts, they still consider them to be an alternative form of application, similar to those submitted by international students or students from alternative schools, according to Michelle Sandlin, interim associate director of the American Association of Collegiate Registrars and Admissions Officers. However, she acknowledges that colleges are aware they need to adapt as these transcripts gain popularity.

"While the concern from high schools is legitimate at present, competency-based records are already well-recognized at the college level," remarked Sandlin. "Universities will adjust their admission requirements accordingly, as they always have."

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