NCEO Synthesis Reports: Learning Progressions in K-8 Classrooms: How Progress Maps Can Influence Classroom Practice and Perceptions and Help Teachers Make More Informed Instructional Decisions in Support of Struggling Learners (#87)


A report describing perceptions and practices of Hawaii teachers using progress maps (learning progressions) to inform their understanding of how struggling learners progress during the school year in language arts or mathematics. Participants included (K-8) elementary and middle school teachers from six Hawaii public schools. Each teacher selected five students in his or her classroom to document progress and collect work samples from at least two quarters during the 2010-2011 school year; several of these students were ones who might have been eligible for and participated in an Alternate Assessment based on Modified Achievement Standards (AA-MAS) if Hawaii had developed one. Multiple data collection tools and processes were developed for use in this project and are described in the report. Findings from the year-long effort addressed (a) teachers' reflections on practice (instruction, assessment, and instructional decisions), (b) teachers' perceptions on learners and learning pathways, (c) facilitated collaboration sessions), and (d) unanticipated activities. This report addresses each of those, as well as the implications of the project for professional development support.


January 2012 
Number 87
National Center on Educational Outcomes (NCEO)


  • Specific life stage
    • Children
    • Adolescents and young adults
    • Adults
  • Educational accountability and assessment
    • Instruction
    • Standards and Accountability
    • Students with Disabilities