Mathematics Education

Experimental Impacts of the Ongoing Assessment Project on Teachers and Students

Research Report
2018

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.

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

Announcement

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.

Robert A. Nathenson, PhD MSE MSc

Research Specialist, CPRE
University of Pennsylvania

Dr. Robert Nathenson is a research specialist at the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania Graduate School of Education (GSE). He is an applied quantitative researcher with expertise leading projects using advanced econometric techniques in postsecondary education, K-12 education, and health. His research focuses on questions of access, opportunity, and mobility for low-income, minority, mental health, and immigrant populations, including the geography of opportunity, student learning trajectories, and access to healthcare services.

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.

Deborah Loewenberg Ball

Senior Research Specialist, CPRE
University of Michigan

Wakasa Nagakura

Senior Research Scientist, CPRE
Teachers College, Columbia University

Wakasa Nagakura is a senior research Scientist at the Consortium for Policy Research in Education (CPRE). She has a PhD from Columbia University, where she studied mathematics development in young children and the influence of culture, specifically cognitive scaffolding by mothers and teachers in teaching situations, under Dr. Herbert Ginsburg.

Philip M. Sirinides

Senior Researcher, CPRE
University of Pennsylvania

Philip M. Sirinides is a statistician and researcher with expertise in the application of quantitative research methods and the development and use of integrated data systems for public sector planning and evaluation. His interests include early childhood programing, educational leadership, accountability policy, and organizational learning. Currently, Dr.

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.

Heather C. Hill

Senior Research Specialist, CPRE
Harvard University

Heather C. Hill is a professor at the Harvard Graduate School of Education. Her primary work focuses on developing new measures of mathematics teacher and teaching quality, and using these measures to inform current policies and instructional improvement efforts. From 2000 to 2010, she and colleagues developed an assessment of teachers’ mathematical knowledge for teaching (MKT) as well as an observational instrument to evaluate the mathematical quality of instruction (MQI) within classrooms.

Consortium for Policy Research in Education

University of Pennsylvania Graduate School of Education
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Philadelphia, PA 19104
Tel: 215.573.0700
Fax: 215.573.7914

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