In 2012, CAEL released the report "Competency-Based Degree Programs in the U.S.: Postsecondary Credentials for Measurable Student Learning and Performance," which examined the current state of competency-based postsecondary education in the U.S., profiling the various types of competency-based, or competency-focused, models that currently exist, the extent to which these programs assess for student competencies or learning outcomes, and the extent to which these programs operate outside of a credit-based system. Since the release of that publication, there has been what CAEL has called a "tidal wave" of activity, including white papers, summits, new program development, and real movement in terms of public policies. Therefore, this 2013 issue of the "CAEL Forum and News" presents some of those developments in three sections titled: Setting the Stage; Approaches to Competency-Based Education and Assessment; and Accreditation and Federal Policy. [For the full report: "Competency-Based Degree Programs in the U.S.: Postsecondary Credentials for Measurable Student Learning and Performance" see ED547416.]