A curriculum progression pathway analysis assesses an educational program having multiple activities defining multiple learner tracks by organizing the learners into groups based on the learner tracks and, for each learner group, calculating a baseline average score, a post-activity average score, and statistical differences between the baseline average score and the post-activity average scores. Any significant statistical differences are identified, and a report may be generated describing statistical conclusions and inferences. The invention can further provide a domain-based learner analysis for curriculum, a domain-based learner analysis for activities, and a learner retention analysis. In an application for continuing medical education the performance index test includes a clinical vignette, a set of statements which are moved to either a best practices column or a not best practices column, and an indicator for an allowable number of moves to achieve a perfect score.