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Educator Preparation and Development

Managing Networks for School Improvement: Seven Lessons from the Field


In recent decades, new networks for school improvement (NSI) have proliferated across the country. These emerging organizational structures present education leaders with an opportunity to build dynamic infrastructures to engage schools in improvements to teaching and learning. NSI are diverse. Some NSI are part of school districts, while others are contracted by school districts to design blueprints for school improvement.

Lizzy Pecora

Research Coordinator, CPRE
University of Pennsylvania

Lizzy Pecora is the Research Coordinator for Penn GSE’s Responsive Math Teaching Project: Building Instructional Leadership in Learning Network 2. Lizzy has extensive experience in project management and school partnerships. She has worked with the School District of Philadelphia in a variety of ways since 2013. Lizzy holds a B.A. from Allegheny College and an M.A. from Villanova University.

Study reveals OGAP produced meaningful impacts on teacher knowledge and student learning


New report describes the results of a rigorous two-year study of the impacts of the Ongoing Assessment Project (OGAP), a mathematics initiative, 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.

Janine Remillard

Senior Research Specialist, CPRE
University of Pennsylvania

Janine Remillard is an associate professor of mathematics education at the University of Pennsylvania’s Graduate School of Education. Her research interests include teachers’ interactions with mathematics curriculum materials, mathematics teacher learning in urban classrooms, and locally relevant mathematics instruction.

Katharine M. Conn

Senior Research Scientist, CPRE-TC
Teachers College, Columbia University

Katharine Conn is a senior research scientist at the Consortium for Policy Research in Education (CPRE) at Columbia University. Her current research focuses on issues of quality and access in primary and secondary education, teacher retention, alternative teacher preparation programs, school-to-work transitions in developing countries, and the use of meta-analysis in education research.

TASK Technical Report

Working Paper

This report reviews the development, piloting, and preliminary results from the large-scale field trial of the TASK Instrument (see In the first section, we review the need for an assessment of teachers’ capacity for learning trajectory-oriented instruction and the theoretical foundations that inform our work. We then describe the instrument and its development.

TASK: A Measure of Learning Trajectory-Oriented Formative Assessment

Research Report

This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers’ formative assessment practices in mathematics.

Allan Odden

Senior Research Specialist, CPRE
University of Wisconsin-Madison

Allan Odden is professor emeritus of educational leadership and policy analysis at the University of Wisconsin-Madison and co-director of the Consortium for Policy Research in Education (CPRE). He previously served as professor of education policy and administration at the University of Southern California (1984-1993), and director of Policy Analysis for California Education (PACE), an education policy consortium of USC, Stanford and the University of California, Berkeley.

Thomas B. Corcoran

Senior Research Specialist, CPRE
Teachers College, Columbia University

Caroline B. Ebby

Senior Research Specialist, CPRE
University of Pennsylvania

Caroline B. Ebby is Senior Researcher at the Consortium for Policy Research in Education (CPRE) and an Adjunct Associate Professor at the Graduate School of Education at the University of Pennsylvania. She has extensive experience bridging the worlds of university-based research and school-based practice in mathematics education. Her research focuses on building teacher capacity, the use of learning trajectories to enhance formative assessment, and improving mathematics instruction through university-school partnerships. At Penn GSE, Dr.


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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