The Role of Learning Progressions in Standards-Based Education Reform written by Frederic A. Mosher, summarizes findings from two reports examining the concepts of learning progressions and learning trajectories as they are being applied in science and mathematics education. This policy brief reviews conclusions from the two extensive reports and discusses the implications of their findings for policy and for future research and development.
Citation: Mosher, F.(2011). The Role of learning progressions in standards-based education reform. CPRE Policy Brief #RB-52. Philadelphia: Consortium for Policy Research in Education. DOI: 10.12698/cpre.2011.rb52