Caroline Ebby

Caroline B. Ebby is a Senior Researcher at the Consortium for Policy Research in Education (CPRE) and an Adjunct Associate Professor at the Graduate School of Education at the University of Pennsylvania. Prior to receiving her Ph.D., Dr. Ebby was a middle school mathematics teacher and teacher leader. She has over twenty-five years of experience bridging the worlds of university-based research and school-based practice in mathematics education.

Dr. Ebby’s research focuses on the use of formative assessment to improve mathematics instruction, the development of teacher instructional leadership, and teacher learning and professional growth. Much of her current research focuses on the use of mathematical learning trajectories to enhance the formative assessment process. She works closely with the Ongoing Assessment Project, both as a national trainer and through research and implementation studies.

SHe is also an author of A Focus on Multiplication and Division and the second edition of A Focus on Fractions. She has published her work in research journals, including the Journal for Mathematics Teacher Education and Teachers College Record, as well as practitioner journals (Teaching Children Mathematics, Mathematics Teaching in the Middle School) and book chapters (A Fresh Look at Formative Assessment, Using Research to Inform Instruction, Cases of Teacher Data Use).