Abstract
In recent publications, critics and advocates of competency‐based education (CBE) have raised questions about whether or not CBE advances the cause of equity in education. This article offers a response, by way of a case study, describing an open‐admissions CBE program for adult students with graduation rates over double the US national average. Exploring this program's success, the article argues that CBE can advance equity, but doing so requires research‐based understanding of, institution‐wide respect for, and mission‐focused commitment to adult and other “nontraditional” learners.
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