Program Description
OGAP Math is a professional learning system that develops teachers’ knowledge of mathematics and pedagogy through research-based learning progressions. It trains teachers to analyze student work as an ongoing assessment, helping them recognize strategies and misconceptions to guide instruction in real-time and over time. The program includes research-based item banks and frameworks across the core domains of K–8 mathematics. OGAP Math is designed to strengthen teacher expertise in both content and pedagogy, with the goal of improving student mathematics achievement.
Program Outcomes
A two-year randomized controlled trial of the Ongoing Assessment Project (OGAP) included more than 8,000 students (3,488 in the two-year student achievement analytic sample) in grades 3–5 across 61 urban schools in and around Philadelphia. The student population was racially diverse (about half Black, 17% Hispanic, 10% Asian), with nearly 70% eligible for free or reduced-price lunch. Students in OGAP schools scored significantly higher than peers on the Pennsylvania state math test (PSSA), with an effect size of +0.20 across two years. These findings provide Strong evidence that OGAP improves math achievement for upper elementary students in high-poverty urban districts, qualifying for a Strong evidence rating.
Staffing Requirements
OGAP Math does not require special staffing or installation. Districts typically provide release time or professional development days for participating teachers. Cohorts are formed with about 24 educators per OGAP Strand, and follow-up coaching is scheduled within existing PLC or professional learning structures.
Professional Development/Training
OGAP Math professional learning is organized by Strand, each aligned to a developmental progression in mathematics: Additive Reasoning (K–2), Multiplicative Reasoning (3–5), Fractional Reasoning (3–6), and Proportional Reasoning (6–8).
Each Strand is organized for educator cohorts, often around 24 participants, and delivered through four onsite professional learning days. Districts may choose consecutive sessions or a split schedule, with flexibility to space the sessions several weeks apart.
In addition, educators participate in two onsite follow-up coaching days, often scheduled during PLC time, to support transfer into classroom practice. Multiple strands may be delivered simultaneously, each following the same structure.
Technology
OGAP Math is not a digital curriculum or platform and does not require devices or software. Materials and resources are provided directly to participants during professional learning sessions and coaching, and districts may use their existing systems to support collaboration and implementation.