Standards, Curriculum and Instruction
Experimental Impacts of the Ongoing Assessment Project on Teachers and Students
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
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).
A. Brooks Bowden
A. Brooks Bowden is an assistant professor in the Education Policy Division at the Graduate School of Education at the University of Pennsylvania, where she also serves as the Director of the Center for Benefit-Cost Studies of Education.
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.
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.
CPRE Research Team awarded nearly 3 million to test the efficacy of Zoology One literacy and science curriculum
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
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.
Donald J. Peurach
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.
