Jade Lee

ASSISTANT PROFESSOR
Affiliate Assistant Professor
Office: Education, Morrill Hall Rm 310, Durham, NH 03824
image of Lee

Dr. Jade Caines specializes in educational assessment and evaluation. Prior to her arrival at UNH, she spent a year and a half as a postdoctoral fellow at the University of Pennsylvania and almost 10 years as a K-12 public school teacher. Also, she has worked as a researcher for several organizations, including the National Center for Research on Evaluation, Standards, & Student Testing at UCLA and the Board of Regents of the University System of Georgia.

Jade Caines Lee, Ph.D., is a faculty member for the Master in Public Policy degree program at the Carsey School of Public Policy. She is also an Assistant Professor of Education in the UNH Education Department and an Affiliate Assistant Professor with the UNH Joan and James Leitzel Center for Mathematics, Science, and Engineering Education. Professor Lee’s primary research interests relate to educational assessment and evaluation. She studies validity and fairness issues as it relates to instrument development, evaluates interventions that may improve teaching and learning, and collaborates with practitioners in order to increase stakeholder participation in assessment and evaluation design.

Prior to her arrival at UNH, she spent almost 2 years as an Institute of Education Sciences’ postdoctoral fellow at the University of Pennsylvania and almost 10 years as a K-12 public school teacher in New York City and the metro-Atlanta, GA region. Also, Professor Lee has worked as a researcher for several organizations, including the National Center for Research on Evaluation, Standards, & Student Testing at UCLA and the Board of Regents of the University System of Georgia. At UNH she teaches several face-to-face classes (e.g., Introduction to Statistics) and several online courses (e.g., Introduction to Research Methods and Introduction to Educational Evaluation). Professor Lee has also co-developed a graduate certificate program called "Assessment, Evaluation, and Policy" that gives graduate students and professionals an opportunity to hone their skills in the design, development, implementation, and analysis of a broad range of assessments.

Education

  • Ph.D., Education, Emory University
  • M.A., Brooklyn College of the City University of New York
  • B.A., Stanford University

Research Interests

  • Assessment development and validation
  • Educational equity
  • Fairness in testing
  • Increasing stakeholder participation in assessment design
  • Measurement and evaluation methodologies

Courses Taught

  • EDUC 881: Stats/Inqury, Anal, & Dec Mkng
  • EDUC 882: Intro to Research Methods
  • EDUC 885: Introduction to Assessment
  • EDUC 972: Intro toEducational Evaluation

Selected Publications

Evans, C. M., & Lee, J. C. (2018). Value-added assessment of teacher preparation programs in the United States: a critical evaluation. Assessment in Education: Principles, Policy & Practice, 25(5), 519-539. doi:10.1080/0969594x.2016.1255180

Evans, C. M., Lee, J. C., & Thompson, W. C. (2016). “First, Do No Harm?”: A Framework for Ethical Decision-Making in Teacher Evaluation. In Student Growth Measures in Policy and Practice (pp. 169-188). Palgrave Macmillan US. doi:10.1057/978-1-137-53901-4_9

L. Bridglall, B., Caines, J., & Chatterji, M. (2014). Understanding validity issues in test-based models of school and teacher evaluation. Quality Assurance in Education, 22(1), 19-30. doi:10.1108/qae-12-2013-0053

Caines, J., L. Bridglall, B., & Chatterji, M. (2014). Understanding validity and fairness issues in high-stakes individual testing situations. Quality Assurance in Education, 22(1), 5-18. doi:10.1108/qae-12-2013-0054

Jade Caines., & George Engelhard, Jr.. (2012). How Good is Good Enough? Educational Standard Setting and its Effect on African American Test Takers. The Journal of Negro Education, 81(3), 228. doi:10.7709/jnegroeducation.81.3.0228

Covay Minor, E., Desimone, L., Caines Lee, J., & Hochberg, E. D. (n.d.). Insights on how to shape teacher learning policy: The role of teacher content knowledge in explaining differential effects of professional development. education policy analysis archives, 24, 61. doi:10.14507/epaa.24.2365

Clarke Vivier, S., & Lee, J. (n.d.). Because Life Doesn't Just Happen in a Classroom: Elementary and Middle School Teacher Perspectives on the Benefits of, and Obstacles to, Out-of-School Learning. Issues in Teacher Education.

Most Cited Publications