Earlier quoted context omitted.
Not at all. We have to take what we're currently doing and try to retrofit it to what regulators are expecting. I don’t think (for us) this process have improved the school at all.
Retrofit in reporting or delivery? That’s precisely the effect I’m interested in. Even if it doesn’t impact what you deliver to students there is still a chilling effect and possible blockers to developing novel approaches. The juice may still be worth the squeeze for larger/funded ventures. Your efforts to translate what you do to what regulators want to see is probably worth it. However, smaller outfits might be in…
For example, we use mastery-based progression, where students don't move on to the next unit until they've demonstrated mastery in the unit they're currently in, even if it takes longer. It's super expensive to do, but incredibly, incredibly effective.
When a student repeats a week we call that a "flex."
Regulators ask us how long a course is and what exactly the curriculum is for every week. As you can imagine, building in mastery-based progression into the program wasn't on anyone's mind when they created all the regulations.