Personalized learning transforms students’ daily experiences so that they are customized to their individual needs and strengths. It is rooted in the expectation that students should progress through content based on demonstrated learning instead of seat time.
By contrast, standards-based accountability centers its ideas about what students should know, and when, on grade-level expectations and pacing. The result is that as personalized learning models become more widespread, practitioners are increasingly encountering tensions between personalized learning and state and federal accountability structures.
This paper seeks to help policymakers enable smart innovation and safeguard key accountability functions. By understanding the development of personalized learning and accountability, and articulating the tensions building between them, policymakers can create future accountability policies that work with personalized learning approaches and not against them.