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Gina Biancarosa

Ann Swindells Chair in Education
Professor, Department of Special Education and Clinical Sciences
College of Education, Special Education
Phone: 541-346-2883
Office: 354 HEDCO Education Bldg.


Gina Biancarosa is the Ann Swindells Chair in Education and a full professor in the Department of Special Education and Clinical Sciences in the College of Education at the University of Oregon. She also retains a courtesy appointment in the Quantitative Research Methods in Education. Biancarosa currently serves on the UO Senate and the Senate Rules Committee. She conducts her research at the Center on Teaching and Learning.

Biancarosa’s research centers on questions related to more precise and informative measurement of reading, especially of reading comprehension, and modeling of growth in reading over time. To date, she has led the development of MOCCA, a diagnostic measure of cognitive processes involved in reading comprehension for Grades 3-5, and DIBELS 8th Edition, which now covers kindergarten through eighth grade and offers better precision and more information for teachers than previous editions. Biancarosa’s research has been published in top peer-reviewed journals, such as the Journal of Educational Measurement, Educational and Psychological Measurement, Assessment for Effective Intervention, Journal of School Psychology, Reading and Writing, Learning and Individual Differences, and Elementary School Journal. She serves as an Associate Editor of the British Journal of Educational Psychology, on the editorial boards of Educational Assessment, Elementary School Journal, and Reading Research Quarterly, and has served as a reading, adolescent literacy, and applied measurement expert on several review panels, including panels for IES, NAEP, PISA, and the Oregon Department of Education.

Before coming to UO, she was a reading specialist and after-school teacher in Massachusetts and completed her Master’s and Doctoral studies in Language and Literacy at the Harvard Graduate School of Education. She also completed a three-year Institute of Education Sciences (IES) sponsored post-doctoral fellowship at Stanford University. She has received over $3 million in external funding for her research from IES, the Spencer Foundation, and Carnegie Corporation of New York, as well as $100,000 in internal funding for curricular endeavors at UO. Biancarosa regularly teaches courses on measurement and assessment and applied statistics, as well as occasional courses on reading theory and methods.

Biancarosa recently was recognized as an inaugural Faculty Data Science Fellow as part of the UO’s Presidential Initiative in the Data Science. She will engage in 32 hours of training per term for an academic year and plans to utilize her training to use machine learning in the analysis of student reading patterns.

This faculty member is interested in having a new doctoral student for the 2024-2025 academic year.


Ed.D., 2006, Harvard University
Major: Language and Literacy, 2006

Ed.M., 1999, Harvard University
Major: Language and Literacy

B.A., 1992, Boston College, summa cum laude
Major: English Literature

Honors and Awards

2021 Distinguished Excellence in Research/Outreach, University of Oregon College of Education

2016 Ann Swindells Chair in Education

2016 Spencer Midcareer Training Grant, Spencer Foundation

2015 Distinguished Teaching Award, University of Oregon, College of Education

2005 Selected Participant, Fourth European Graduate School on Reading Research

2002 – 2005 Spencer Research Training Grant, Harvard Graduate School of Education

2000 – 2001 Roy E. Larsen Award, Harvard Graduate School of Education

1989 Golden Key National Honor Society Inductee

1989 Phi Beta Kappa Inductee

1987 Gasson Scholar, Boston College


Furjanic, D., Ives, C., Fainstein, D., Kennedy, P. C., & Biancarosa, G. (in press). The COVID-19 pandemic and oral reading fluency. Elementary School Journal.

Davison, M. L., Weiss, D. J., DeWeese, J. N., Cinar, O.E., Biancarosa, G., & Kennedy, P. C. (in press). A diagnostic tree model for adaptive assessment of complex cognitive processes using multidimensional response options. Journal of Educational and Behavioral Statistics.

Baker, D. L., Santoro, L., Biancarosa, G., Baker, S. K., Fien, H., & Otterstedt, J. (2020).  Effects of a Read Aloud Intervention on First Grade Student Vocabulary, Listening Comprehension, and Language Proficiency. Reading and Writing. Advance online publication. doi: 10.1007/s11145-020-10060-2

Shanley, L., Biancarosa, G., Clarke, B., & Goode, J. (2019). Relations between mathematics achievement growth and the development of self-concept in elementary and middle grades. Contemporary Educational Psychology, 59. Advance online publication. doi: 10.1016/j.cedpsych.2019.101804

Biancarosa, G., Kennedy, P. C., Carlson, S. E., Yoon, H. J., Seipel, B., Liu, B., & Davison, M. L. (2019). Constructing subscores that add validity: A case study of identifying students at-risk. Educational and Psychological Measurement, 79, 65-84. doi: 10.1177/0013164418763255

LeRoux, M., Zvoch, K., & Biancarosa, G. (2018). Using curriculum-based measurement to predict student performance on an eighth-grade state reading assessment. Assessment for Effective Intervention. Advance online publication. doi: 10.1177/1534508418815749

Schuetz, R. L., Biancarosa, G., & Goode, J. (2018). Is technology the answer?: Investigating students’ engagement in math. Journal of Research on Technology in Education, 50, 318-332. doi: 10.1080/15391523.2018.1490937

Fritz, R., Harn, B., Biancarosa, G., Lucero, A., & Flannery, K. B. (2018). How Much is Enough? Evaluating Intervention Implementation Efficiently. Assessment for Effective Intervention, 44, 135-144. doi: 10.1177/1534508418772909

Pearson, P. D., Palincsar, A. S., Biancarosa, G., & Berman, A. I. (2020). Reaping the Rewards of the Reading for Understanding Initiative. Washington, DC: National Academy of Education.


Gina Biancarosa has a wide range of methodological expertise, including, but not limited to: research design, hierarchical linear modeling, longitudinal growth modeling, and Rasch and IRT models. Her current research focuses on the validation of a computer-adaptive edition of MOCCA (, a unique, online, diagnostic assessment of reading comprehension. She also maintains a student-oriented research seminars: one focused on measurement of reading processes and skills. This seminar focuses largely on understanding national trends in reading, innovative measurement of reading, and the continued validation of DIBELS 8th Edition (