Dr. Milena Keller-Margulis

Dr. Milena Keller-Margulis


Title: Associate Professor

Department: Psychological Health and Learning Sciences

Program: School Psychology

Office Number: 487 FH

Phone: 713-743-9378

Fax: 713-743-4996

Email: mamargulis@uh.edu

Website: https://sites.google.com/view/uhpassteam/home

Research Interests:

My research agenda evolved from my doctoral training and early work in public schools. The agenda focuses on two areas, (1) the technical adequacy and practical utility of curriculum-based measurement (CBM) in the areas of reading, math, and writing, and (2) the use of CBM to assess developmental and academic outcomes among children born preterm. This research has national and international applications given the critical need for early identification of students who are at-risk for poor academic skills and has particular relevance for the implementation of response to intervention (RTI) or multi-tiered systems of support (MTSS). In addition, I am expanding my study of the application of CBM with diverse populations to include children with autism.

Please visit the website listed above to learn more about the Promoting Academic Skills Success (PASS) Research Team!


Recent Publications:


*Payan, A., Keller-Margulis, M.A., Burridge, A.B., & McQuillin, S., & Hassett, K. (2018) Assessing teacher usability of written expression curriculum-based measurement. Assessment for Effective Intervention. https://doi.org/10.1177/1534508418781007

Gischlar, K., Keller-Margulis, M.A., & *Faith, E. (2018). Ten years of response to intervention: A systematic review of the research. Contemporary School Psychology. doi. 10.1007/s40688-018-0179-9

Keller-Margulis, M.A., McQuillin, S, *Castaneda, J., *Ochs, S., & & Jones, J., (2018). Identifying students at-risk: An examination of computer-adaptive measures and latent class growth analysis. Journal of Applied School Psychology, 34(1), 18-35. doi:10.1080/15377903.2017.1328627

Liu, S., Daire, A.P., Griffith, S.M., O’Hare, V.N., Keller-Margulis, M.A., & *Tucker, K. (2017). Validity and diagnostic accuracy of a measure of family adjustment stress in parents with typically developing children. Journal of Child Custody, 14(2-3), 175-190. doi:10.1080/15379418.2017.1338539

*Reyna, R.S., Keller-Margulis, M.A., & Burridge, A. (2017). Culturally responsive school psychology practice: A study of practitioners' self-reported skills. Contemporary School Psychology, 21(1), 28-37. doi: 10.1007/s40688-016-0102-1

*Ochs, S., Keller-Margulis, M.A., McQuillin, S., & Jones, J. (2016). The validity and diagnostic accuracy of a computer adaptive test of reading. Research and Practice in the Schools, 4(1), 29-41.

Keller-Margulis, M.A., *Payan, A., Jaspers, K., & *Brewton, C. (2016). Validity and diagnostic accuracy of written-expression curriculum-based measurement for students with diverse language backgrounds. Reading and Writing Quarterly: Overcoming Learning Difficulties, 32, 174-198.

Keller-Margulis, M.A., Mercer, S.H., & *Thomas, E. (2016). Generalizability theory reliability of written expression curriculum-based measurement in universal screening. School Psychology Quarterly, 31, 383-392. doi: 10.1037/spq0000126

Dempsey, A.G., *Abrahamson, C.W., & Keller-Margulis, M.A. (2015). Screening for developmental difficulties among children born preterm in high risk follow-up clinics. Journal of Pediatric Psychology. doi:10.1093/jpepsy/jsv101 Online First

Mercer, S., & Keller-Margulis, M.A. (2015). Consistency and magnitude of differences in reading curriculum-based measurement slopes in benchmark versus strategic monitoring. Psychology in the Schools, 52, 316-324, doi: 10.1002/pits.21823

Dempsey, A.D., Keller-Margulis, M.A., Mire, S., *Abrahamson, C., *Dutt, S., *Llorens, A., & *Payan, A. (2015). Overview of functioning of school-aged children born preterm across multiple domains: Guidelines for assessment. Advances in School Mental Health Promotion, 8, 17-28. doi: 10.1080/1754730X.2014.978117

Keller-Margulis, M.A. Mercer, S.H., *Payan, A., & McGee, W. (2015). Measuring Annual Growth Using Written Expression Curriculum-Based Measurement: An Examination of Seasonal and Gender Differences. School Psychology Quarterly, 30, 276-288. doi: 10.1037/spq0000086

Keller-Margulis, M.A. & Mercer, S. (2014). R-CBM in Spanish and in English: Differential relations depending on student reading skill. Psychology in the Schools, 51, 677-692. doi: 10.1002/pits.21780

Keller-Margulis, M.A., Mercer, S., & Shapiro, E.S. (2014). Seasonal differences in growth on math curriculum-based measures using tri-annual benchmarks. Assessment for Effective Intervention, 39, 146-155. doi: 10.1177/1534508412452750 (Accepted September 11, 2012)

Keller-Margulis, M.A., & Gischlar, K. (2014). Response to intervention and retention for children with specific learning disabilities: Differences in academic achievement between retained and non-retained students. Contemporary School Psychology, 18, 35-43. doi: 10.1007/s40688-013-0007-1

Keller-Margulis, M.A., *Abrahamson, C., *Llorens, A., & Dempsey, A.G. (2013). Early intervention service utilization among children born preterm. Clinical Practice in Pediatric Psychology, 1(4), 344-354. doi: 10.1037/cpp0000029

*Boyce, A., Schanding, G. T., Burridge, A. B., & Keller-Margulis, M. (2013). Effect of videogame play and extracurricular activities on parent perceived socio-emotional functioning in children and adolescents. International Journal of Psychology: A Biopsycosocial Approach, 12, 29-49. doi: 10.7220/1941-7233.12.2

Keller-Margulis, M.A., Clemens, N., Im, M.H., Kwok, O. & Booth, C. (2012). Curriculum-based measurement yearly growth rates: An examination of English Language Learners and native English speakers. Learning and Individual Differences, 22, 799-805. doi: 10.1016/j.lindif.2012.07.005

Keller-Margulis, M.A., *Payan, A., & Booth, C. (2012). Reading Curriculum-Based Measures in Spanish: An Examination of Validity and Diagnostic Accuracy. Assessment for Effective Intervention, 37, 212-223. doi:10.1177/1534508411435721

Keller-Margulis, M.A. (2012). Fidelity of implementation framework: A critical need for response to intervention models of service delivery. Psychology in the Schools, 49(4), 342-352. doi: 10.1002/pits.21602

Keller-Margulis, M.A., Dempsey, A.G., & *Llorens, A. (2011). Academic outcomes for children born preterm: A summary and call for research. Early Childhood Education Journal, 39(2), 95-102. DOI: 10.1007/s10643-011-0446-0

Keller-Margulis, M.A., Shapiro, E.S., Hintze, J.M. (2008). Long Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics. School Psychology Review, 37(3), 374-390.

Shapiro, E.S., Keller, M.A., Edwards, L., Lutz, G., & Hintze, J.M. (2006). General Outcome Measures and Performance on State Assessment and Standardized Tests: Reading and Math Performance in Pennsylvania. Journal of Psychoeducational Assessment, 42(1), 19-35.

Book Chapters

Clemens, N.H., Keller-Margulis, M., & Scholten, T.S. (Accepted). Screening assessment within a multi-tiered system of support: Current practices, advances, and next steps. To appear in S.R. Jimerson, M.K. Burns, & A.M. VanDerHeyden (eds), The Handbook of Response to Intervention: The Science and Practice of Multi Tiered Systems of Support (second edition).

Christ, T.J., Keller-Margulis, M.A., Marcotte, A. (2014). The basics of curriculum-based assessment. In S.G. Little & A. Akin-Little (Eds.) Academic Assessment and Intervention. New York: Routledge.

Shapiro, E.S., & Keller, M.A. (2006). Behavioral assessment of basic academic skills. In M. Hersen (Ed.), Clinician’s Handbook of Child Behavioral Assessment (pp. 605-630). San Diego, CA: Elsevier.

Other Publications

Keller-Margulis, M.A. (2014). Developing Your Research Agenda. Society for the Study of School Psychology Early Career Forum Blog. http://ssspresearch.org/earlycareerforum/developing-research-agenda

Keller-Margulis, M.A. (2009). Curriculum-based measurement: Diagnostic accuracy and beyond. The School Psychologist, 63(2), 88-89.


Principal Investigator, Keller-Margulis, M.A. (2013). Advancing the Study of Written Expression Curriculum-Based Measurement. ($4,000). College of Education Faculty Research Grant Award.

Co-Principal Investigator, Keller-Margulis, M.A. & Dempsey, A.G. (2013). Early indicators of academic and behavioral difficulties among children born preterm. ($19,530.53- Funded). Society for the Study of School Psychology, Early Career Research Awards Program.

Keller-Margulis, M.A. (2010). The Use of Computer-Administered Measures in Response to Intervention Decision Making. ($6000 –Funded). University of Houston, New Faculty Grants Program.



B.A. in Psychology, Susquehanna University, 2001
M.Ed. in Human Development, Lehigh University, 2003
Ph.D. in School Psychology, Lehigh University, 2007