Students in North Carolina who find their current courses too easy and are looking for a greater challenge without disrupting their class schedule can take advantage of the Credit by Demonstrated Mastery (CDM) program. This opportunity allows students to test out of certain courses, elevating their academic experience and pushing their limits.
The application and testing process for the CDM program consists of eight stages, starting in January with an initial application. Students are required to explain why they are choosing CDM and how they will prepare for the assessments. After submission, the assessment period begins, running from January 30 to February 7 for non-state assessments and from February 18 through March for state assessments.
School counselors play a significant role in preparing students for the assessment, ensuring that their applications are submitted and that their schedules properly accommodate new courses.
“My role is mostly to help guide students through the process of test-outs. I explain the program, go over the requirements, and work with them to see if it’s a good fit for their academic goals,” guidance counselor Imani Agee said.
For non-state assessments, students have the opportunity to test out of a variety of subjects; state assessments allow students to test out of English 2, Math 1, Math 3 and all CTE courses.
Senior Ross Gallo used the CDM program to fulfill his economics credit, in addition to an English credit. “I had already self-studied Econ—micro and macro—and I didn’t really feel like doing it again,” he said.
By March, students receive their phase one results, determining whether they can continue into phase two. Students who meet phase one mastery are then eligible for phase two, which is conducted at the school level in March and consists of a written assessment that demonstrates application of knowledge.
After review and scoring, the phase two results are released in April. Students who score a 90% or higher on the assessment begin the appeal process to determine whether they receive the credit.
The CDM program is designed to promote personalized learning by offering students the chance to accelerate in specific subjects without the need to fully advance to the next grade level.
Senior Isis Chien reflected on her decision to complete CDM, in which she earned credit for both English 10 and Earth Science, and how she benefited from the program. “Both were absolutely worth it as I got to take more advanced classes with time that wouldn’t have been available,” she said. Chien filled her open periods with AP Language and Composition and AP Physics C.
The program is particularly beneficial for students who want to advance in a specific subject area but are already excelling at their current level. These students often have a clear reason for seeking out more challenging coursework, whether it is to further their knowledge in a subject or make room in their schedule for new academic pursuits.
Ada Watson is a sophomore who first engaged with CDM as an eighth grader while participating in an accelerated English program. During that time, she studied high school-level texts but did not receive credit for the course. Upon entering high school, she was keen on testing out of the class to open up space in her schedule. “I just wanted to learn more English and learn a higher level of English because that’s what I’ve been used to learning,” she said.
While students like Watson find the program beneficial, others may face challenges during the process.
“It’s not for everyone,” Agee said. “Some students may struggle with the test-out process or feel like they missed out on some classroom experiences (like discussions or hands-on learning) that are harder to get from a test alone.”
Given the rigorous nature of the CDM process, students and their families must weigh the benefits against the considerable effort involved. The success rates from previous years reflect the difficulty of the program, with the top passing rates being under 50%.
Watson acknowledged that the CDM assessment is challenging, particularly because students do not know when they will be tested until just a couple of weeks before. However, the reasoning behind this approach is intentional. The idea is to prepare students so that they can take the exam at any time with the confidence they will pass. The challenge is meant to ensure students are ready and able to perform under pressure.
Overall, while the CDM program provides students with the chance to personalize their education and advance more quickly, its complexity, resource demands, and high level of rigor mean that it requires careful consideration of both its benefits and drawbacks.
