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As the organization of this special symposium on Learning Progressions to Describe Teacher Development makes clear, learning progressions have become a hot topic. This is true in the context of educational curriculum development and assessment in general, and science education in particular. One of the most authoritative and widely cited definitions of learning progressions to date comes from the 2006 National Research Council report Systems for State Science Assessment: “Learning progressions are descriptions of the successively more sophisticated ways of thinking about an idea that follow one another as students learn” (Wilson & Bertenthal, 2006, p. 48) Similar sorts of definitions can be found in Taking Science to School (National Research Council Committee on Science Learning Kindergarten Through Eighth Grade., Duschl, Schweingruber, & Shouse, 2007), and by the National Assessment Governing Board (NAGB) in the framework and specifications for the 2009 National Assessment of Educational Progress (NAEP) science test (National Assessment Governing Board, WestEd, & Council of Chief State School Officers, 2007a, 2007b).