Billie Jo Day

Providing Reading Interventions for Students in Middle School (PRISMS) Toolkit
Billie Jo Day, PhD, a senior researcher at AIR, co-leads the evaluation of the Providing Reading Interventions for Students in Middle School (PRISMS) Toolkit. Day has extensive training in quantitative and qualitative methods with more than 15 years of experience in education including research and policy. She has worked closely with state and local education leaders to design and implement evidence-based practices that are responsive to local needs. In addition to PRIST, Day is project manager for the REL Midwest’s Strategies to Improve Reading partnership in Michigan, oversees coaches on an IES funded evaluation of a literacy curriculum and is a Peer Assisted Learning Strategies (PALS) trainer. Previously, Day served as the partnership facilitation lead for REL Midwest’s early childhood education alliance that supported the early literacy efforts of districts in Illinois. Prior to joining AIR, she was a research assistant with the Chicago Consortium on School Research at the University of Chicago. Day earned her EdM in higher education at the Harvard Graduate School of Education and her PhD from the University of Chicago School of Social Service Administration.