Caroline B. Ebby Author of Evaluating Organization Development

Caroline B. Ebby

Senior Researcher
Consortium for Policy Research in Education, University of Pennsylvania

Caroline Ebby is a mathematics teacher educator with extensive experience bridging the worlds of university-based research and school-based practice. Her research focuses on improving mathematics instruction and student learning through formative assessment, professional development and the use of learning trajectories. She co-founded the Community Based Mathematics Project, a collaborative focused on designing middle school mathematics activities that build on and reflect local urban contexts.

Subjects: Education


    Ph.D. University of Pennsylvania, B.A. Amherst College

Areas of Research / Professional Expertise

    Formative assessment, learning trajectories, teacher learning, locally relevant curriculum



Featured Title
 Featured Title - Focus on Multiplication *Petit* - 1st Edition book cover


Teaching Children Mathematics

What can we learn from correct answers?

Published: Feb 02, 2021 by Teaching Children Mathematics
Authors: Ebby, C. B., Hulbert, E.T., and Fletcher, N.
Subjects: Education

This article describes how research-based learning progressions can be used to enhance the analysis and response to student work, even when most students solve a problem correctly.


Using learning trajectories to enhance formative assessment

Published: Feb 03, 2017 by 2017
Authors: Caroline B. Ebby and Marjorie M. Petit

How formative assessment and teacher's interpretation of student work can be enhanced by the use of learning trajectories in proportional reasoning

Teachers College Record

Data use practices for improved mathematics teaching and learning: The importanc

Published: Nov 01, 2016 by Teachers College Record
Authors: Jolley B. Christman, Caroline B. Ebby, and Kimberly Edmunds
Subjects: Education

A case study from an intervention designed to put teacher learning about mathematics instruction center stage in data use practices. The case illustrates what happened as teachers made sense of data in their professional learning communities (PLCs), what changes they made in their mathematics instruction, and why they made the changes.