SHAKING UP THE CLASSROOM with competency-based learning.

U.S. K-12 education has been undergoing a revolution as states try new ways to boost graduation rates and better prepare students for college or work. Louisiana gives credit for classes offered by local businesses. Rhode Island allows students to earn “digital badges” outside the classroom for creating business plans. Students in Florida and Oregon take massively open online courses, or MOOCs, for high-school credit.

Competency-based learning goes further, jettisoning the century-old idea that students move ahead based on age and classroom time. In the past few years, Iowa, Connecticut, Maine and Utah changed laws to let districts define what a credit means, bringing the number to 29 states. . . .

But competency-based systems have critics. Ann Marie Banfield of the conservative group Cornerstone Action said she has taken calls from New Hampshire parents and teachers who complain the system, which the state mandated in 2005, is too focused on work skills, such as collaboration, and not enough on academic excellence. Others worry the setup focuses too heavily on testing and could allow some students who need prodding to move too sluggishly.

“There is appeal to moving students through the curriculum as they are ready,” said Daria Hall, director of K-12 policy at Education Trust, an advocacy group that focuses on closing the achievement gap. “But the risky downside is that it could translate into lower expectations in terms of how fast low-income and minority students are expected to progress.”

The question is whether the competency tests really test competency, or are just a different way to move kids along. The best solution is to let the tests come from outside.