Jessaca Spybrook

About Me (Bio)
Jessaca Spybrook is a professor in the Evaluation, Measurement, and Research Program at Western Michigan University. Her research focuses on improving the quality of the designs of group randomized trials in education. She co-authored the software and documentation for Optimal Design Plus, a program that assists research in planning adequately powered trials. Her work has been supported by federal agencies, such as IES and NSF, and by foundations, including the William T. Grant Foundation. In 2010, she was awarded a National Academy of Education/Spencer Postdoctoral Fellowship. Spybrook earned her master’s in Applied Statistics and PhD in Education from the University of Michigan. Prior to attending graduate school, she was a seventh-grade mathematics teacher.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Kelcey, B., Spybrook, J., Dong, N., & Bai, F. (in press). Experimental Power for Cross-Level Mediation in School-Randomized Studies of Teacher Development. Journal of Research on Educational Effectiveness.*
  • Kelcey, B., Cox, K., & Dong, N. (in press). Croon’s Bias-Corrected Factor Score Path Analysis for Multilevel Structural Equation Models. Organizational Research Methods.*
  • Kelcey, B., Spybrook, J., & Dong, N. (2019). Sample Size Planning in Cluster-randomized Studies of Multilevel Mediation. Prevention Science, 20, 407-418.*
  • Kelcey, B., Hill, H., & Chin, M. (2019). Teacher Mathematical Knowledge, Instructional Quality, and Student Outcomes: A Multilevel Mediation Analysis. School Effectiveness & School Improvement.*
SRI International

This project will investigate the potential of a novel approach to mathematics intervention that leverages the affordances of technology and evidence-based pedagogy to improve mathematics learning for middle school students. The mathematics intervention entitled EMPIRES is a collaborative activity set in Ancient Mesopotamia that offers a multifaceted approach in which (1) rich, narrative math problems increase conceptual comprehension; (2) animated representations of mathematics concepts support mathematical understanding; (3) multiplayer collaboration leads to peer instruction and modeling; (4) simulations offer exciting challenges that increase mathematics resiliency; and (5) a bridge curriculum aids transfer of learning to multiple contexts, including traditional standardized tests.

Western Michigan University (WMU)

This study seeks to further understanding of the STEM learning environment by 1) examining the extent to which mathematics and science achievement varies across students, teachers, schools, and districts, and 2) examining the extent to which student, teacher, school, and district characteristics that are found in state administrative databases can be used to explain this variation at each level. This work will support advances in research and evaluation methodologies that will enable researchers to design more rigorous and comprehensive evaluations of STEM interventions and improve the accuracy of statistical power calculations.


We're happy to welcome these guests who will be presenting at the 2018 DRK-12 PI Meeting: View Bios.

New York University (NYU)

To help address the need for science classrooms that support language learning for all students, this project will rigorously study the Science and Integrated Language (SAIL) curriculum, a year-long fifth-grade curriculum aligned to current science curriculum standards with a focus on English learners.