Consortium for Policy Research in Education


The Consortium for Policy Research in Education (CPRE) is a community of researchers from renowned research institutions and organizations committed to advancing educational policy and practice through evidence-based research.



Search results

Now showing 1 - 8 of 8
  • Publication
  • Publication
    Improving Data, Improving Outcomes Conference (ECDataWorks)
    (2018-08-15) Coffey, Missy; Grannemann, Kate; Sirinides, Philip
  • Publication
    Developing Measures of Teacher and Student Understanding in Relation to Learning Trajectories
    (2017-05-01) Ebby, Caroline; Sirinides, Philip; Supovitz, Jonathan
    This paper describes the impact of the OGAP intervention on teachers’ ability to use formative assessment data for instructional decision making. We measured this construct both before and after one and two years of the intervention with an instrument developed to measure teacher knowledge of student thinking in the activity of looking at and responding to student work. We begin with an overview of the design and development of the TASK instrument, and then present quantitative and qualitative findings on the impact on teacher responses.
  • Publication
    The impact of OGAP on elementary math teacher knowledge and student achievement
    (2016-03-03) Supovitz, Jonathan A; Gray, Abigail
  • Publication
    School-Based Structures That Support Teacher Use of Learning Trajectory Frameworks
    (2017-05-01) Remillard, Janine; Sam, Cecile; D'Olier, Jordan; Lyons, Hayden
    The OGAP intervention incorporates two approaches to mathematics instruction that are well supported by research, but have not been uniformly adopted in U.S. schools: The first is ongoing formative assessment by teachers to tailor instruction to student needs (Black & Wiliam, 1998); the second is the use of learning trajectories to specify conceptual pathways for student development within specific domains (Daro et al., 2011; Sztajn et al., 2012). Implementing OGAP in schools involves a great deal of learning on the part of teachers and school leaders. It also involves embracing a fundamental shift in how one thinks about learning and designing instruction. The OGAP intervention provided grade 3-5 teachers with tools to support learning-trajectory formative assessment practices (described in other papers) and professional development (week- long summer training and several additional training days during the academic year). We also included a site-based approach to increase understanding and capacity across all participating teachers. Each school was asked to hold a bimonthly Professional Learning Community (PLC) with the primary purpose of collaboratively analyzing student work, using learning trajectory frameworks and determining appropriate instructional responses. PLCs were envisioned as a primary structure to support use of OGAP in the schools throughout the year. They were also intended to situate the use of OGAP tools and routines in each school and normalize opportunities for discourse about student thinking among teachers (Putnam & Borko, 2000). By providing teachers with ongoing and consistent opportunities to discuss their own students’ work and use the OGAP frameworks to make instructional decisions, we anticipated they could potentially deepen teachers’ understanding of OGAP and their own students’ thinking. In this paper, we examine five PLCs in the OGAP project in order to consider the extent to which this potential was realized.
  • Publication
    The Impact of OGAP on Elementary Math Teacher Knowledge and Student Achievement
    (2017-05-01) Supovitz, Jonathan A; Remillard, Janine; Nathenson, Robert A
    The Ongoing Assessment Project (OGAP) is a learning trajectory-oriented formative assessment program that develops teachers’ abilities to understand and apply research-based developmental trajectories in math content areas to deepen their thinking about their students. In OGAP, teachers learn to use a learning progression framework to continually assess and adapt their instruction to students’ developing understanding, aiming to move them towards more sophisticated strategies in a range of multiplicative contexts. For this reason, OGAP puts a premium on students’ precision of answer (including correctness and unit labeling) and sophistication of solution response. In this study we examine the multi-year impacts of OGAP on grades 3-5 student correctness and solution sophistication in multiplication on an open-ended assessment created by the Consortium for Policy Research in Education (CPRE) as part of a randomized experimental study of OGAP in Philadelphia schools. In order to assess the intervention’s impact on student learning in both correctness and sophistication, the research team developed an assessment measure with three vertically-equated grade-specific forms composed of open-ended items. The assessment asked students to show their work to allow for analysis of their correctness, strategies, and errors. The results show strong and consistent first year effects on student correctness and solution sophistication multiplication outcomes in all three grades that were assessed. However, these results did not persist during the second year of OGAP treatment, which focused on fraction, when controlling for end of first year results. When examining the second-year multiplication results using the baseline measure, the treatment impacts were present, reinforcing the strength of the first year effects. The next step is to examine year 2 effects in fractions, which was the focus of the second year of OGAP professional development. Additionally, since student and teacher turnover are manifest in Philadelphia, and consequently both students and teachers had different levels of exposure to OGAP, additional analyses are needed to incorporate student and teacher levels of exposure and implementation of OGAP into the models, to disentangle results by level of treatment.
  • Publication
    Developing Teachers’ Instructional Vision for Inclusive Math Practice: The Role of Epistemic Experience
    (2022-04-21) Ebby, Caroline B; Hess, Brittany; Pecora, Lizzy