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Educator Preparation and Development

Experimental Impacts of the Ongoing Assessment Project on Teachers and Students

Research Report

In this report describes the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts. OGAP is a mathematics program which combines teacher formative assessment practices with knowledge of student developmental progressions to build deeper student understanding of mathematics content.

Jonathan A. Supovitz

Executive Director, CPRE
University of Pennsylvania

Jonathan Supovitz is the Executive Director of the Consortium for Policy Research in Education (CPRE) headquartered at University of Pennsylvania Graduate School of Education. At University of Pennsylvania, Supovitz is professor at the University of Pennsylvania's Graduate School of Education and director of the Consortium for Policy Research in Education (CPRE).

Cailen O'Shea

Assistant Professor at North Dakota State University
Consortium for Policy Research in Education

Dr. O'Shea earned his Ph.D in Educational Leadership and Higher Education in 2019 from the University of Nebraska-Lincoln. He received his Masters of Arts in Teaching of Middle Level Mathematics in 2016 and a Masters of Education in Educational Administration in 2014 from the University of Nebraska-Lincoln. Dr. O'Shea earned his Bachelor of Science in Education and Human Sciences in 2010 also from the University of Nebraska-Lincoln and is currently an Assistant Professor in the Department of Educational & Organizational Leadership at North Dakota State University.

The Influence of Teacher Leadership Programs on Teacher Leaders, Teachers, Schools, and Districts

Research Report

Teacher leadership is increasingly recognized as a promising strategy to improve the quality of instruction in U.S. schools. Despite the rising number of teacher leadership programs in the country, there is a paucity of knowledge about the work that teacher leaders (TLs) engage in, how educators experience teacher leadership and the impacts of these efforts on teacher leaders themselves and on districts, schools, teachers, and students.

New Study: Understanding TN district-led turnaround effort in iZone


For the past three years a team of researchers, led by Joshua Glazer (George Washington University Graduate School of Education and Human Development), examined Shelby County's iZone district-led effort to dramatically improve, or "turn around," 23 of the lowest performing schools in Tennessee.

District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone

Research Report

The Shelby County iZone is a district-led effort to dramatically improve, or “turn around,” 23 of the lowest performing schools in Tennessee in the 15th largest district in the country. Despite circumstances that have proved insurmountable to many past reform efforts, iZone schools have made significant gains in performance in both math and English language arts (ELA).

Pathways for Analyzing and Responding to Student Work for Formative Assessment

Working Paper

This study explored how teachers interpreted and responded to their own student work during the process of formative assessment. The study involved a purposefully selected sample of 32 teachers in grades K-5 who had been trained by the Ongoing Assessment Project (OGAP) to use learning progressions to analyze and respond to evidence in student work.


Consortium for Policy Research in Education

University of Pennsylvania Graduate School of Education
3440 Market Street, Suite 560
Philadelphia, PA 19104
Tel: 215.573.0700
Fax: 215.573.7914


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