Caroline B. Ebby

Adjunct Associate Professor
Senior Researcher at CPRE

Teaching, Learning, and Leadership Division

Graduate School of Education
University of Pennsylvania


Professional Biography

Caroline Ebby is an adjunct associate professor at the Graduate School of Education and Senior Researcher at the Consortium for Policy Research in Education (CPRE). She has extensive experience bridging the worlds of university-based research and school-based practice in mathematics education. At Penn GSE, Dr. Ebby has taught mathematics methods and assessment courses in the undergraduate and master’s elementary education programs since 1997. 

Prior to receiving her Ph.D. at the Graduate School of Education at the University of Pennsylvania, Dr. Ebby was a middle school mathematics teacher. In her dissertation research, she investigated how preservice elementary teachers learn to teach mathematics through the integration of coursework and fieldwork experiences. In a postdoctoral fellowship at the Center for Performance Assessment at the Educational Testing Service, Dr. Ebby’s work focused on teachers’ learning within the context of scoring high stakes large-scale assessments. As a post-doctorate at Penn, she co-directed an NSF-funded project with Janine Remillard involving professional development and research on teacher and student learning in urban elementary schools. From 2008-2011, she worked with the Penn Partnership Schools to improve mathematics instruction through professional development, formative assessment, and the facilitation of grade group meetings focused on student learning.  Since 2011, she has been a Senior Researcher at the Consortium for Policy Research in Education where her research focuses on improving mathematics instruction in grades K-8. She has taught several continuing education courses in mathematics education for practicing teachers and provides ongoing professional development for schools and teachers in the Philadelphia Area.  

Research Interests and Current Projects

Dr. Ebby’s research has focused on the use of formative assessment to improve mathematics instruction and teacher learning and professional growth. Her current research focuses on the use of mathematical learning trajectories to enhance the formative assessment process. She has a grant from the National Science Foundation to partner with the Ongoing Assessment Project (OGAP) to develop and pilot formative assessment tools and routines for early number and additive reasoning in grades K-2. She also directs the implementation of the OGAP formative assessment system in K-8 schools in the School District of Philadelphia and is involved in ongoing research studies on the impact of OGAP on student and teacher learning (

Dr. Ebby is also the co-founder of the Community Based Mathematics Project of Philadelphia (CBMP), a group of researchers, graduate students, and classroom teachers focused on collaboratively designing middle school mathematics curriculum activities that build on and reflect local urban contexts. 

Selected Publications

Ebby, C.B., & Petit, M. (2017). Using learning trajectories to enhance formative assessment. Mathematics Teaching in the Middle School, 22, 368-372. 

Ebby, C.B., & Petit, M. (In press). Using learning trajectories to elicit, interpret and respond to student thinking. In E. A. Silver & V. L. Mills (Eds.), Eliciting and using evidence of student thinking to guide instruction: linking formative assessment to other effective instructional practices. Reston, VA; National Council of Teachers of Mathematics. 

Hulbert, B., Petit, M., Ebby, C.B., Cunningham, E., & Laird, R. (In press). A focus on multiplication and division: bringing research to the classroom. Routledge. 

Christman, J.B., Ebby, C.B., & Edmunds, K. (2016). Data use practices for improved mathematics teaching and learning: The importance of productive dissonance and recurring feedback cycles. Teachers College Record, 118 (11), 1-32. 

Ebby, C.B., & Sirinides, P.M. (2015). Conceptualizing teachers’ capacity for learning trajectory-oriented formative assessment in mathematics. In J.A. Middleton, J. Cai, & H. Hwang (Eds.), Large-scale studies in mathematics education (159–176). New York: Springer.

Petit, M., Laird, R., Marsden, E. & Ebby, C.B. (2016). A focus on fractions: bringing research to the classroom, second edition. Routledge.

Remillard, J., Ebby, C.B., Lim, V., Reinke, L., Magee, E., Hoe, N., & Cyrus, M. (2014). Increasing access to mathematics through locally relevant curriculum. In NCTM Annual Perspectives in Mathematics Education (APME) 2014: Using research to improve instruction. Reston, VA: National Council of Teachers of Mathematics.

Ebby, C.B. (2013). Rethink your drink. Mathematics Teaching in the Middle School, 19 (4), 242-247.

Ebby, C.B., Lim, V., Reinke, L., Remillard, J., Magee, E., Hoe, N., & Cyrus, M. (2011). Community based mathematics project: conceptualizing access through locally relevant mathematics curricula. Perspectives on Urban Education, 8 (2), 11-17.

Ebby, C.B., Palaitis, M., & Silver, P. (2007). Improving mathematics instruction through classroom-based inquiry. Teaching Children Mathematic,s 14: 182-186.

Ebby, C.B. (2005). The powers and pitfalls of algorithmic knowledge: a case study. Journal of Mathematical Behavior, 24: 73-87.

Ebby, C.B. (2000). Learning to teach mathematics differently: the interaction between coursework and fieldwork for preservice elementary teachers. Journal for Mathematics Teacher Education, 3: 69-97, 2000.