Time, Equality, and Mastery Learning

Abstract

Mastery learning theorists make claims about reduction in learning time variability among students which, if valid, will have far-reaching implications about the nature of individual differences and equality of educational outcomes. These claims have stimulated considerable controversy. This review is an attempt to assess both mastery proponents’ and mastery critics’ claims in the context of learning time differences. The discussion is situated within the historic debates about stable versus alterable differences and the author’s contention of an equilibrium reached by current leveling practices. It is concluded that the weight of evidence does not support the mastery position of alterable differences as convincingly as it supports the critics’ position of stable individual differences. It is suggested that issues in this debate illustrate equality, time, and achievement dilemmas which may be inherent to most forms of collective instruction.