The Role of Learning Progressions in Competency-Based Pathways

September 10, 2015

This report focuses on defining learning progressions and learning progressions research, with a particular focus on how state and district leaders can begin to support transitions into competency-based practice. After a 2015 series of conversations with experts in the learning sciences, Achieve convened a set of state leaders, researchers, and practitioners in May 2015 to identify promising efforts and steps to ensure that state and district leaders can use this growing base of research. This report captures key findings from that conversation and identifies areas for further work.

Source Organization: Achieve

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