Tracy joined Inflexion in 2013 and works as a Research Associate in the Planning, Research, and Evaluation department. She enjoyed seven years as a middle and high school science teacher, instilling in her a passion for improving instruction and access in STEM/STEAM fields. Her interest in and experiences with the innovative use of technology in education have led to a strong interest in the development and utilization of best practice in educational technology. Tracy has been involved in program evaluation and research projects at Inflexion that include elementary science professional development, school level case studies of best practice in college/career readiness, postsecondary online education, and proficiency-based teaching and learning. She also has extensive experience in assessment design and review, both in item writing and performance assessment tasks. Tracy received a BS in Biology/Microbiology from Western Illinois University and an MEd in Educational Leadership from the University of Oregon. She received her PhD in Educational Leadership through the Department of Educational Methodology, Policy, and Leadership at the University of Oregon, with an emphasis on research design and methods.
Outside of work, Tracy enjoys running, reading up on new developments in science and technology, and cooking and exploring the natural world with her daughter.
Baker, D.L., Biancarosa, G., Park, B., Bousselot, T., Smith, J.L., Baker, S.K., Kame’enui, E.J., Alonzo, J., & Tindal, G. (2014). Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in grades 7 and 8. Reading and Writing: An Interdisciplinary Journal, 27, 1 – 48.
Cummings, K.D., Bousselot, T., Smith, J.M., Brown, M., Beemer, N., Kennedy, P.C., Munir-McHill, S., Baker, S.K., & Kame’enui, E.J. (2011). Sentinel Schools in the DIBELS Data System (2010-2011): A Description of Methods (Technical Report 1103). Eugene, OR: University of Oregon.