Who enrolls in competency‐based education? An examination of the demographics and finances of competency‐based education programs

Abstract

BackgroundThe concept of competency‐based education (CBE), in which some or all of a student's progression through a degree program is separated from the traditional credit hour model, has gained popularity in the last few years. However, little research has examined the types of students who enroll in CBE programs and whether CBE results in cost savings for different groups of students.MethodsIn this paper, I examine some of the first colleges with CBE programs and detail their student bodies, pricing structures, and whether CBE programs represent a lower‐cost route to a degree than traditional programs for students with financial need.ResultsI find that while CBE programs can result in significant cost savings for students making quick progress toward a degree, traditional models may be better for low‐income students taking fewer courses per year. However, as more CBE programs become eligible to receive federal financial aid dollars, CBE programs can make financial sense for more students.ConclusionLittle research has been done on the details of CBE, and more is needed before programs enroll a larger percentage of students. I suggest additional research on the cost of providing CBE degrees, as well as a closer examination of what types of students and programs are well‐suited to competency‐based models.