Effects of the First Year of a 3-year Intervention in Learning Trajectory-Oriented Formative Assessment on Grades PreK-3 Student Achievement

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dc.contributor.authorEbby, Caroline
dc.contributor.authorDiaz, Karina
dc.contributor.authorPecora, Lizzy
dc.contributor.authorSuwak, Katarina
dc.contributor.authorEhrenberg, Zoe
dc.contributor.authorGuo, Siling
dc.date2023-05-30T16:33:15.000
dc.date.accessioned2023-06-12T14:32:31Z
dc.date.available2023-06-12T14:32:31Z
dc.date.issued2023-05-01
dc.date.submitted2023-05-30T09:20:56-07:00
dc.description.abstractThe goal of this research project was to explore the efficacy of building teacher capacity for learning trajectory-oriented mathematics formative assessment on PreK-3 student learning in a set of urban elementary schools. This study was conducted during one of the most challenging school years in recent history, with schools serving a community that was disproportionately affected by the effects of COVID-19, systemic racism, gun violence, and decades of disinvestment.
dc.identifier.urihttps://repository.upenn.edu/handle/20.500.14332/58675
dc.legacy.articleid1028
dc.legacy.fulltexturlhttps://repository.upenn.edu/cgi/viewcontent.cgi?article=1028&context=cpre_workingpapers&unstamped=1
dc.legacy.nativeurlhttps://repository.upenn.edu/context/cpre_workingpapers/article/1028/type/native/viewcontent
dc.source.issue29
dc.source.journalCPRE Working Papers
dc.source.statuspublished
dc.subject.otherEducation
dc.subject.otherScience and Mathematics Education
dc.titleEffects of the First Year of a 3-year Intervention in Learning Trajectory-Oriented Formative Assessment on Grades PreK-3 Student Achievement
dc.typeWorking Paper
digcom.identifiercpre_workingpapers/29
digcom.identifier.contextkey35664596
digcom.identifier.submissionpathcpre_workingpapers/29
digcom.typeworkingpaper
dspace.entity.typePublication
upenn.schoolDepartmentCenterCPRE Working Papers
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