CPRE : Consortium for Policy Research in Education

Research Report

Experimental Impacts of the Ongoing Assessment Project on Teachers and Students

A new research study from the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania shows that the Ongoing Assessment Project (OGAP) formative assessment system is producing meaningful impacts on both teacher knowledge and student learning in the School District of Philadelphia (SDP).

Over the last 5 years, hundreds of SDP teachers have received professional development and support using OGAP. OGAP is grounded in the research on how students learn core content in mathematics and includes strategies and tools for gathering information about student learning so that teachers can make informed instructional decisions and maximize the use of their mathematics program.

Significant Impacts of OGAP on both Teacher Knowledge and Student Performance  

The study used a rigorous randomized control trial design to experimentally assess the impacts of OGAP on teachers’ knowledge and students’ learning. The study focused on teachers and their students in grades 3-5. The results showed that teachers and students who attended schools working with OGAP outperformed teachers and students in schools who signed up for OGAP but were not chosen by lottery to participate in OGAP during the time of the study.

Publication Date

September 2018