Caroline B. Ebby

Caroline B. Ebby is a Senior Lecturer and Senior Researcher at the Consortium for Policy Research in Education (CPRE) within the University of Pennsylvania’s Graduate School of Education. She holds a Ph.D. from the same institution and a B.A. from Amherst College. Her work bridges university research and school practice in mathematics education, focusing on formative assessment, learning trajectories, and teacher development. She leads the Responsive Math Teaching (RMT) Project, fostering K–8 mathematics leadership in Philadelphia schools, and co-founded the Community Based Mathematics Project, creating locally relevant math curricula.

Dr. Ebby’s research emphasizes responsive teaching practices, formative assessment systems (e.g., OGAP), and early mathematics education. She has authored/co-authored books on fractions, addition/subtraction, and multiplicative reasoning for educators. Her grants include funding from NSF, IES, Spencer Foundation, and Heising-Simons Foundation. She collaborates with schools through partnerships like OGAP and RMT, developing professional development programs and assessments like TASK.

Her recent projects include expanding RMT to new schools and advancing formative assessment methodologies. She also directs initiatives like the Math Tutoring in Elementary Schools program, supported by the Netter Center. Dr. Ebby’s contributions span teacher training, curriculum design, and evidence-based strategies to enhance student learning in mathematics.