Credit by Demonstrated Mastery
What is Credit by Demonstrated Mastery (CDM)?
Credit by Demonstrated Mastery (CDM) provides the opportunity for students in NC to personalize and accelerate their learning by earning course credit through a demonstration of mastery of course material. Students must demonstrate mastery at a superior level through a two-phase process--Phase I (examination) and Phase II (artifacts and performance assessments). This site will provide basic information, processes, and procedures for students and parents.
CDM Information and Forms
The chart provides a visual map to help guide students and parents through the CDM process.
Students and parents should speak with school counselors to gain a better understanding of the process and how earning CDM credits could impact future goals for students.
The draft provides a preview of the Student Application for CDM candidates. Students must see their school counselor to pick up an official application.
Phase II requires CDM applicants to show mastery of the content standards and to demonstrate their ability to apply content knowledge and skills.
The draft provides a preview of the Student Record for CDM candidatesThe Student Record will be used by Review Panels to document student progress through Phase I and Phase II.
If a student and parent do not agree with the decision of the School CDM Review Panel, they may file an appeal.
CDM Information Sessions
Information sessions for students and parents interested in CDM will be offered on Wednesday, February 1st and Thursday, February 2nd from 6:00 - 7:00 PM in the Boardroom at Central Davie Education Center (220 Martin Luther King Jr. Rd, Mocksville, NC).
If you have any questions about CDM or the CDM process, please contact your child’s school counselor for more information.
CDM Contact Us
Please contact your child’s school counselor for more information.
- Do LEAs have to offer CDM?
- Is a credit earned through the CDM policy intended to be “different” than a credit earned in the traditional manner (completing the course)?
- Who is eligible to request an opportunity to earn credit by demonstrating mastery?
- Is there a limit to the number of courses for which a student may earn credit using the CDM policy?
- May students earn CDM credit for honors courses?
- Can the school or district deny a student the opportunity to attempt to earn CDM credit?
- May a student earn the CPR credit through CDM?
- Are Charter Schools required to offer the CDM process?
- Does CDM replace differentiation in meeting the learning needs of students?
- What measures are in place to ensure consistency between LEAs across the state with the CDM process?l
- May a student receive credit through CDM for a course not offered at their school?
- May students earn credit by demonstrated mastery for Career and Technical Education (CTE) Courses?
- When a student earns credit by demonstrated mastery for a course, what should schools use to replace the course in the student’s schedule?
- Can students graduate early based upon credits earned through this policy?
- If a student chooses to earn credit by demonstrated mastery for an EOC course, will the student have to take that EOC for the course they passed through CDM?
- Can students participating in an on-going course decide to earn CDM in the middle of the course?
- Because classroom situations (science labs, conversation in world languages, etc.) cannot be replicated on a standardized assessment, how should these situations be assessed?
- Are credits earned through this policy accepted by outside organizations such as the NCHSAA, NCCCS, UNC-GA, and NCAA?
- How does the CDM policy and its implementation impact quality points and a student’s grade point average (GPA)?
- If students transfer between LEAs, how will the school/district know if the student has gone through the CDM process?
- In a sequence of courses, such as English I, II, III, IV, could a student theoretically receive credit for all four courses?
- Who provides the assessments students will use to meet the foundational knowledge component and progress to the artifact stage? It is not fair to have different tests.
- Can students potentially stay at home and graduate?
- Could this be used to accelerate students that know content, are very bright but are at risk?
- Can CDM replace current differentiated pathways for advanced students, such as AIG students who are curriculum compacting Grade 6, 7, 8 Math in two years to access Math 1 in Grade 8?
- Can the student refuse to accept and apply the course credit earned through CDM?