Academics

BDEA is a pioneer in competency-based learning, which is a student-centered educational approach that emphasizes mastery of specific skills and knowledge over traditional time-based progression.

This approach caters to diverse learning styles and abilities, allowing students to progress at their own speed, reducing dropout rates, and boosting engagement. It also promotes deeper understanding and retention of material, as students are not rushed through the curriculum. Our unique learning model empowers students to thrive in an academic environment tailored to their needs, fostering lifelong learning and adaptability.

If you are interested in learning more about Competency Based Education, please read more here.

Flagship Model

Flagship at the Wheatley Campus:  BDEA's Flagship program consists of courses in math, science, humanities, and postgraduate planning. Upon enrollment, students can pick up where they left off at a previous high school, testing out of classes previously passed, while receiving a clear plan of remaining courses needed to graduate.  As a competency-based program, course completion is rooted in the ability to demonstrate proficiency in competencies, making student learning and progress highly individualized. School staff work together to ensure that students' academic, social and emotional needs are being met in order to be able to learn. 

BDEA 2.0

BDEA 2.0 at the Timilty Campus: BDEA's 2.0 program was designed in 2018 around the needs of Black and Brown young men, though all students are welcome to enroll.  The program is tailored to young people ages 16-18, with few high school credits.  The academic environment focuses on project-based learning with required internships and credited advancement toward college or a career path, including trades.  Students in BDEA 2.0 also receive mentorship support from a "hands-on" tight-knit community of teachers and coaches who are deeply invested in the success of every student. You can learn more about the program here: BDEA 2.0 One Pager

BDEA Blended Learning Program 

The Blended Learning program serves a smaller cohort of students with additional social emotional supports and a dedicated staff team. 

At BDEA, assessments are designed by teachers at the end of each trimester to give students the opportunity to demonstrate mastery of their learning. Rather than traditional testing alone, assessments take a variety of forms and may include presentations, oral defenses, written papers, or other demonstrations of knowledge, reflecting our belief that students show what they know in many different ways.

For students in BDEA 2.0, Assessment Days are also known as Celebrations of Success. These teacher-designed assessments are public showcases where students demonstrate mastery of their competencies through posters, presentations, and other creative displays of their work. These events celebrate the hard work and growth students have achieved throughout the trimester and invite the broader school community to witness and affirm that success.

Project Month takes place once/year in late November/early December.  This is a block of time defined by project-based learning and culminating in a school-wide Symposium Event typically right before the winter break, during which students present their learning to the outside community. Project Month allows students to select from a menu of course options, a high interest project that allows them to demonstrate part or an entire BDEA module. The BDEA courses schedule is changed during this project month, so students only attend one course all day long. Part of the learning experience includes field trips and excursions that enhance the learning experience. 

At the end of a student's experience at BDEA (when all other courses are complete), students enter their Capstone experience. This involves a trimester-long, interest-based project that will help each student set their goals for the future. Before a student is accepted into Capstone they must complete all of their academic courses and complete a Capstone interview. 

When a BDEA student completes all of their academic and post graduate planning courses, takes the Math, ELA and Science MCAS and completes their Capstone paper and presentation, they are ready to graduate from BDEA with a high school diploma. Because students may finish their graduation requirements at the end of each trimester, BDEA holds four graduations per year in September, December, April and June. BDEA staff also host an awards luncheon for the graduates where we celebrate each student individually. Graduation Luncheons are for BDEA staff and graduates only. 

The BDEA Summer School Term is a combination of core academic courses (Humanities, Science, and Math), academic support, social and emotional support, and enrichment opportunities for BDEA student. The program targets BDEA students who need to complete unfinished benchmarks/competencies from the school year, or who wish to accelerate their progress through their academic roadmap. Specifically, we target students who have strong attendance records and who have an interest in graduating earlier than targeted at their intake. Students will participate in up to two academic modules, working towards achieving competency benchmarks across core content areas. The program typically runs for 16 days in July from 9:00am - 2:30pm four days/week.

Are you interested in working with a tutor this year? Do you have time to commit at least an hour a week to work with them? Sign up for a tutor with our partner, Boston Partners in Education! 

Independent Learning Support

If you would like to work with a tutor virtually, you can sign yourself up for their Independent Learning Support tutoring program! Students are now be able to self-identify for our programs, enabling them to request a Boston Partners mentor on their own or with the help of a family member. For students under the age of 18, a parent or guardian can submit the nomination for a student to receive tutoring and mentoring support.

In the Independent Learning Support model, mentors are connected with Boston Public Schools students who have self-identified or been identified by their families as benefiting from extra, focused academic support. Once matched, mentors will meet with students on Google Meet for a minimum of one hour per week for the duration of the school year.

In this model, mentoring sessions are not bound by school hours – students and mentors can meet at an agreed-upon time to review classwork, work on projects, and build skills in the student’s area of need. There will be a silent proctor attending and monitoring all mentoring sessions for the safety and security of all parties.

Student Nomination Form for ILS

In-Person Support

If you would like to work with a tutor in person, please reach out to your advisor and/or teacher. They can help you sign up!