Many structures in public education were designed to efficiently organize large numbers of students. Children are grouped by age. Learning is divided into subjects and class periods. Schools measure progress in semesters, course credits, and years completed. Students move forward because time has passed, even when their understanding remains incomplete. Competency-based education asks us to reconsider these arrangements. In a competency-based system, students progress based on clear evidence of learning rather than the amount of time they have spent in a classroom. Learning expectations are transparent, assessment is meaningful and ongoing, and students receive timely support when they have not yet demonstrated mastery. Learning pathways may vary, but expectations remain rigorous.