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).

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

Abigail Gray

Senior Researcher, CPRE
University of Pennsylvania

Abigail Gray is a senior research investigator at the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and a Stoneleigh Fellow. She is principal investigator of several large, mixed-methods research projects being conducted in partnership with the School District of Philadelphia (SDP).

David Cohen

Senior Research Specialist, CPRE
University of Michigan

David Cohen is the John Dewey Collegiate Professor of Education and a professor of public policy at the University of Michigan. His current research interests include educational policy, the relations between policy and instruction, and the improvement of teaching. His past work has included studies of the effects of schooling, various efforts to reform schools and teaching, the evaluation of educational experiments and large-scale intervention programs, and the relations between research and policy.

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