Jessica Bailey

Email Jessica Bailey

Jessica Bailey
Research Associate II

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2017

Jessica Bailey provides research and analytic support in measurement, evaluation, and assessment . Currently, she provides research expertise for two REL Northeast & Islands research alliances—the Urban School Improvement Alliance and the Northeast Educator Effectiveness Research Alliance. She is the principal investigator for a study on the role of teacher characteristics in educator evaluation.

Bailey works closely with local and state education agencies in conceptualizing research studies and building the analytic capacity of their staff. She is skilled at translating results into non-technical language, and helps practitioners and policymakers understand the implications of the research findings. She has served as a lead content developer for an assessment literacy project for the state of Illinois, where she helped create a series of online modules and in-person professional development on developing high-quality assessments in traditionally non-tested grades and subjects. She also acts as an evaluator, providing evaluation services relating to educator evaluation systems.

Before joining EDC, Bailey was an Assessment Specialist for the Rhode Island Department of Education, where she was responsible for the design and implementation of an interim assessment system as part of the state’s Race to the Top grant.  In this capacity, she trained district leadership and educators on how to develop high-quality assessments and interpret the results. Additionally, she participated with district leadership and teams of teachers in professional development on data use in which teams collaboratively addressed educational data questions through a structured inquiry protocol.

Bailey received a BA in Education and a BA in Sociology from Brown University and a PhD in Educational Research, Measurement, and Evaluation from Boston College. The focus of her methodological dissertation was measuring teachers’ attitudes toward homeless students, in which she developed a scale using item-response theory.