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.
This report examines the educational leadership development system in England to see what, if any, ideas American leaders and policymakers might learn from looking cross-nationally. Although there are several important differences between the way that educational leadership is designed, supported, and carried out in English schools in comparison with schools in the United States, it is worthwhile for us to consider the value of these English approaches for the American context.
In this analysis, authors propose a new approach to "developmental evaluation" aimed at building a foundation for continuous improvement in large-scale school improvement networks, on the argument that doing so is essential to producing the intellectual capital needed to replicate effective practices and desired outcomes throughout these networks.
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.