B.S. in Mathematics, The University of Texas at Austin, 2008
Ph.D. in Educational Psychology, The University of Texas at Austin, 2014
Audrey Leroux is an assistant professor of research, measurement and statistics in the Department of Educational Policy Studies. She earned her B.S. in mathematics and Ph.D. in educational psychology specializing in quantitative methods from the University of Texas at Austin. Her research evaluates innovative models and applications in computerized adaptive testing and multilevel modeling. Specifically, her publications have focused on novel procedures within item exposure controls and stopping rules in computerized adaptive testing, as well as extensions to conventional multilevel modeling that handle student mobility. She has given presentations at the National Council on Measurement and Education and the American Education Research Association conferences, specifically within Division D, the Rasch Measurement SIG, and the Educational Statisticians SIG.
Leroux, A. J., and Dodd, B. G. (2014). “A comparison of stopping rules for computerized adaptive screening measures using the rating scale model.” Journal of Applied Measurement, 15. 213-226.
Leroux, A. J., Lopez, M., Hembry, I., and Dodd, B. G. (2013). “A comparison of exposure control procedures in CATs using the 3PL model.” Educational and Psychological Measurement, 73, 857-874. doi:10.1177/0013164413486802.
Vaughn, S., Roberts, G., Klingner, J. K., Swanson, E. A., Bourdman, A., Stillman-Spisak, S. J., Mohammed, S. S., and Leroux, A. J. (2013). “Collaborative strategic reading: Findings from experienced implementers.” Journal of Research on Educational Effectiveness, 6, 137-163. doi:10.1080/19345747.2012.741661.
Solis, M., Ciullo S., Vaughn, S., Pyle, N., Hassaram, B., and Leroux, A., (2012). “Reading comprehension interventions for middle school students with learning disabilities: A synthesis of 30 years of research.” Journal of Learning Disabilities, 45, 327-340. doi:10.1177/0022219411402691.
Vaughn, S., Wexler, J., Leroux, A., Roberts, G., Denton, C., Barth, A., and Fletcher, J. (2012). “Effects of intensive reading intervention for eighth grade students with persistently inadequate response to intervention.” Journal of Learning Disabilities, 45, 515-525. doi:10.1177/0022219411402692.