The Consortium for Policy Research in Education (CPRE) brings together education experts from renowned research institutions to contribute new knowledge that informs PK-16 education policy and practice. Our work is peer-reviewed and open-access.
Has the elementary and secondary teaching force changed in recent years? And, if so, how? Have the types and kinds of individuals going into teaching changed?
In this report, CPRE researchers explore how Common Core knowledge and influence are distributed inside of schools and how these configurations may help teachers to engage with the Common Core and influence their understanding and implementation.
Examining data from fourth- and fifth-grade mathematics teachers and their students in three large public school districts over three consecutive school years, researchers found only modest convergence between expert raters' judgements of instruction and teachers' value-added scores.
This report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Cincinnati Public Schools (CPS).
The Ongoing Assessment Project (OGAP) is a systematic, intentional, and iterative mathematics formative assessment system. OGAP helps teachers gather and interpret evidence of student learning - guided by the latest mathematics education research on student learning - in order to design instructional responses targeted to students' developing understandings. OGAP is not a curriculum, but enhances any program teachers are using.
Beginning in Fall 2014, a team of CPRE researchers will study the effects of OGAP in Philadelphia schools.