Sterett H. Mercer



Not accepting M.A. and Ph.D. students.


Office: Scarfe Office Block 2424

Special Education

Chris Spencer Foundation Professor in Dyslexia (2015-2024)

Elected Member, Society for the Study of School Psychology (2020-present)

Associate Editor, Journal of School Psychology (2012-2016)
Editorial Board Member, Journal of School Psychology (2009-2012; 2017-present)
Editorial Board Member, School Psychology Review (2013-2019)
Editorial Board Member, School Psychology Quarterly (2012-2019)
Editorial Board Member, Psychology in the Schools (2010-2019)

Member, Heterodox Academy (2017-present)

Scholarly Interests:

Applied Measurement and Psychometrics (test development & validation)Learning DisabilitiesLiteracyReadingSingle-Subject Research

Curriculum-based measurement and academic interventions.

Theoretical Orientation:



Editor’s Appreciation Award, Journal of School Psychology (2011)

Early Career Scholar, Society for the Study of School Psychology (2011)

Honourable Mention, School Psychology Review Article of the Year (for Mercer, Idler, & Bartfai, 2014)

Single Case Graph of the Year, Behavioral School Psychology Interest Group of the National Association of School Psychologists (for Idler, Mercer, Starosta, & Bartfai, 2017)

Editorial Appreciation Award, School Psychology Review (2018)

Reviewer of the Year, Journal of School Psychology (2018)

Shapiro Mid-Career Scholar Award, Society for the Study of School Psychology (2019)

Invited ‘Catalyst Scholar’ for the School Psychology Research Collaboration Conference (2019, 2022)

Courses Taught

EPSE 531 Curriculum-Based Assessment and Intervention

EPSE 569 Social Psychological Foundations in Applied Psychology

EPSE 526 Seminar in Learning Disabilities

EPSE 593 Design and Analysis of Research with Small Samples and Single Subjects


Tulane University (Psychology), 2005, Ph.D.

Tulane University (Psychology), 2001, M.Sc.

The Ohio State University (Psychology and Sociology), 1999, B.Sc.

Research Projects
Selected Publication

For a complete list of peer-reviewed publications, see Google Scholar or ResearchGate profiles.

Student co-authors are underlined.

Curriculum-Based Measurement and Academic Interventions

Mercer, S. H., & Cannon, J. E. (2022). Validity of automated learning progress assessment in English written expression for students with learning difficulties Journal for Educational Research Online, 14, 39-60.

Matta, M., Keller-Margulis, M. A., & Mercer, S. H. (2022). Cost analysis and cost effectiveness of hand-scored and automated approaches to writing screening. Journal of School Psychology, 92, 80-95.

Mercer, S. H., Cannon, J. E., Squires, B., Guo, Y., & Pinco, E. (2021). Accuracy of automated written expression curriculum-based measurement scoringCanadian Journal of School Psychology, 36, 304-317. doi: 10.1177/0829573520987753

Keller-Margulis, M. A., Mercer, S. H., & Matta, M. (2021). Validity of automated text evaluation tools for written-expression curriculum-based measurement: A comparison studyReading and Writing: An Interdisciplinary Journal, 34, 2461-2480. doi: 10.1007/s11145-021-10153-6

Archambault, C., Mercer, S. H., Saqui, S., & Cheng, M. P. (2019). Lire en Francais: Cross-linguistic effects of reading fluency interventions in French immersion programsCanadian Journal of School Psychology, 34, 113-132. doi: 10.1177/0829573518757790

Mercer, S. H., Keller-Margulis, M. A., Faith, E. L., Reid, E. K., & Ochs, S. (2019). The potential for automated text evaluation to improve the technical adequacy of written expression curriculum-based measurementLearning Disability Quarterly, 42, 117-128. doi: 10.1177/0731948718803296

Saqui, S., Mercer, S. H., & Cheng, M. P. (2019). Enhancing student access to science curricula through a reading intervention. Psychology in the Schools, 56, 510-525. doi: 10.1002/pits.22240

Geres-Smith, R., Mercer, S. H., Archambault, C., & Bartfai, J. M. (2019). A preliminary component analysis of self-regulated strategy development for persuasive writing in grades 5-7 in British Columbia, 34, 38-55. Canadian Journal of School Psychology.
doi: 10.1177/0829573517739085

Measurement of Effectiveness and Sustainability of Behavioural Interventions

Kittelman, A., Mercer, S. H., McIntosh, K., & Hoselton, R. (2022). Optimal timing for launching installation of Tier 2 and 3 systems of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions,  24, 171-182doi: 10.1177/1098300721996084

Kittelman, A., Mercer, S. H., McIntosh, K., & Nese, R. N. T. (2021). Development and validation of a measure assessing sustainability of Tier 2 and 3 behavior support systems. Journal of School Psychology, 85, 140-154doi: 10.1016/j.jsp.2021.02.001

McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., Kittleman, A., Hoselton, R., & Horner, R. H. (2018). Factors predicting sustained implementation of a universal behavior support framework. Educational Researcher, 47, 307-316.doi: 10.3102/0013189X18776975

Mercer, S. H., McIntosh, K., & Hoselton, R. (2017). Comparability of fidelity measures for assessing tier 1 school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 19, 195-204. doi: 10.1177/1098300717693384

McIntosh, K., Mercer, S. H., Nese, R. N. T., & Ghemraoui, A. (2016). Identifying and predicting distinct patterns of implementation in a school-wide behavior support framework. Prevention Science, 17, 992-1001. doi: 10.1007/s11121-016-0700-1

Mercer, S. H., McIntosh, K., Strickland-Cohen, M. K., & Horner, R. H. (2014). Measurement invariance of an instrument assessing sustainability of school-based universal behavior practices. School Psychology Quarterly, 29, 125-137. doi: 10.1037/spq0000054

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Matthews, S. (2013). Factors predicting the sustained implementation of school-wide positive behavior support. Exceptional Children79, 293-311.