Standards, Curriculum and Instruction

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.

Evidence for Early Literacy Intervention: The Impacts of Reading Recovery

Policy Brief
2017

Research increasingly links low literacy levels in the early grades with a range of poor outcomes; for instance, students who read below grade level at the end of third grade are about four times less likely than their higher-achieving peers to graduate from high school (Annie E. Casey Foundation, 2010, 2011; Balfanz, Bridgeland, Bruce & Fox, 2012).

Managing Networks for School Improvement: Seven Lessons from the Field

Workbook
2019

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.

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.

CPRE Research Team awarded nearly 3 million to test the efficacy of Zoology One literacy and science curriculum

Award

The U.S. Department of Education's Institute of Education Sciences (IES) has awarded a Goal 3 Efficacy grant of nearly $3.3 million to CPRE Senior Researcher Specialists Abigail Gray and Philip Sirinides (University of Pennsylvania). To implement this research, CPRE is partnering with The School District of Philadelphia (PI Tonya Wolford, PhD).Brooks Bowden, PhD of North Carolina State University will lead the cost study component of the project.

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.

Tesla Dubois

Research Specialist, CPRE
University of Pennsylvania

Donald J. Peurach

Senior Research Specialist, CPRE
University of Michigan

Donald J. Peurach’s research, teaching, and outreach focus on the production, use, and management of knowledge in practice, among social innovators and those they seek to serve. Peurach examines these issues in the context of large-scale educational improvement initiatives in public school districts and in school improvement networks — focusing specifically on how districts and networks continuously learn and improve over time.

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Consortium for Policy Research in Education

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