Bold changes are coming to Eureka City Schools as they prepare to ditch traditional grading and revolutionize how students learn—but not everyone is convinced this shift will be smooth. What if the system designed to help students thrive ends up overwhelming teachers or confusing parents? The stakes are high, and the debate is just beginning.
Eureka City Schools is set to replace its conventional, uniform grading and teaching approach with a fresh “competency-based framework” over the next four years. This innovative method allows students to progress based on their mastery of skills and knowledge rather than age or fixed grade levels, encouraging learners to take full ownership of their educational journey.
But here’s where it gets controversial: some educators fear this bold new approach will place an unbearable burden on teachers without clear guidance on implementation. A representative from the Eureka Teachers Association shared concerns that many questions about the transition remain unanswered, leaving staff uncertain about what lies ahead.
This personalized, competency-based learning (PCBL) system is akin to student-centered or performance-based education models. Instead of the traditional teacher-directed style, students become “learners,” and educators shift into roles as “learning guides” or “facilitators,” fostering a collaborative and interactive classroom environment. The aim is to deepen understanding through engaging, real-world projects, rather than rote memorization.
Nanette Voss, a teacher specifically assigned to this transformation, explained that PCBL makes the purpose and relevance of lessons much clearer for both students and teachers. Where traditional education often gets bogged down in repetitive tasks and memorizing facts, PCBL focuses on connecting learning to real skills and interests. For example, instead of merely memorizing science vocabulary and taking repetitive quizzes, students demonstrate their grasp of concepts and then apply them in meaningful projects like labs or experiments.
This shift moves students from basic recall—which involves simple memorization—to higher-order thinking skills that require critical analysis and creativity. Voss emphasized how this approach helps learners feel genuinely accomplished and confident, as they engage deeply rather than just repeating facts.
Grades as we know them will disappear. Instead, student progress will be measured with "learning progressions" scored on a four-point scale: 1-2 for understanding basics, 3 for proficiency, and 4 for exceeding expectations. Students only move forward after demonstrating mastery of each standard, allowing them to progress at their own pace rather than by age or grade level.
In this system, if a student hasn’t fully mastered a concept, they receive additional time and support to reach the target. This promotes self-assessment and a stronger connection with their own learning journey.
Garett Montana, another teacher leading this initiative, pointed out that PCBL shifts the focus from chasing grades to genuine understanding. Currently, students often pass a class with a basic passing score despite gaps in their knowledge. PCBL ensures that grades reflect real learning only, eliminating participation points or extra credit inflating marks without true mastery.
However, one of the biggest challenges is the communication and perception of this new grading method. Voss acknowledged that this change is worrying for many parents and even some teachers, as formal report cards will look very different. To ease this transition, some schools convert the new scores back to traditional Grade Point Averages (GPAs) by graduation.
Looking beyond, Eureka City Schools is drawing inspiration from the Lindsay Unified School District in Tulare County, which embarked on a similar journey starting in 2007 and fully implemented its competency-based system by 2013. Once struggling with low graduation rates, high drug use, and frequent staff turnover, Lindsay transformed itself into a success story with a 98% graduation rate.
Lindsay’s story wasn’t without obstacles. Nearly 20% of staff left during the transition, unwilling to adapt to the new model. But today, educators join Lindsay because they believe in the competency-based approach, which fosters active learning environments where students use technology to demonstrate mastery on their own schedules.
While Lindsay’s students are assessed on a similar four-point scale, colleges now easily interpret these scores into traditional letter grades thanks to standardized equivalencies. Despite overall academic improvements, Lindsay still struggles to meet state standards in English and math, raising important questions about how well traditional metrics capture the growth achieved by this innovative learning model.
Lindsay’s director of advancement, Barry Sommer, stresses that true success goes beyond test scores—it’s about developing graduates who are not only academically competent but also well-rounded, responsible citizens.
Eureka City Schools aims to roll out PCBL at all eight of its schools by the 2029-30 academic year, adopting a cautious, step-by-step approach. Superintendent Gary Storts assures the community that the process will be gradual, with initial pilots and careful adjustments ensuring the foundation is solid before expansion.
Nevertheless, skepticism remains. Matt Muldoon, a math teacher and union representative, appreciates the potential benefits but worries about the practical implications. He questions how teachers will manage classrooms where students are working at vastly different levels and how they will find the time to provide the necessary individual support.
Muldoon also raises concerns about the transparency and planning behind the transition, noting many teachers feel left out of the conversation and unclear about the changes to come.
Financial implications are another point of debate. While Superintendent Storts is optimistic about securing grant funding, the district acknowledges the need to prioritize resources carefully. Lindsay’s transition involved some upfront costs but didn’t increase overall spending long term; instead, the investment focused on training educators.
Lindsay’s assistant superintendent pointed out that transitioning to a performance-based system is more about vision and mindset change than about a specific dollar amount, making it tricky to estimate costs precisely.
Change is rarely easy, particularly in education. However, teachers involved in the transition emphasize that many of the new practices build upon existing teaching best practices, just framed differently.
Montana recognizes that discomfort is natural but sees this shift as a chance to build a more inclusive system that supports every type of learner, not just those who fit traditional molds.
Superintendent Storts stresses this initiative is driven by a genuine desire to better serve students, helping them take ownership of their learning and preparing them more fully for life beyond school.
To keep the community informed, the district has launched a monthly newsletter detailing the progress and vision behind this transformation.
But here’s the question that could spark serious debate: Will moving away from time-tested grading systems truly lead to improved learning outcomes, or could it unintentionally leave some students and teachers behind? Are traditional report cards simply outdated, or do they serve a vital purpose for parents, colleges, and learners alike?
What do you think? Is the future of education in competency-based learning, or does this new approach raise more problems than it solves? Share your thoughts and join the conversation below.
