Student - College of Education

Gracie Douglas is completing a Ph.D. in Learning Disabilities and Behavioral Disorders at UT Austin. Her research centers on state-level mathematics policy implementation and how evidence-based practices are used in classrooms. Prior to joining MCPER, she conducted program evaluations for school districts and state agencies with Gibson Consulting Group. She is passionate about applying research strategies to solve real-world problems! At MCPER, Gracie supports the TIER training of trainers through facilitation and certification support. She also serves as the data and evaluation lead for the Texas Intervention Academies.

Sarah R Powell (Supervisor)
Develops and tests interventions for students with mathematics difficulties, emphasizing word-problem solving, mathematics writing, data-based decision making, and the vocabulary within mathematics.

Douglas, G. P., Myers, J. A., Mason, K. K., Powell, S. R. & Laraviere, D. O. (2026). A meta-analysis of mathematics fact fluency interventions for students with mathematics difficulties (MD).. Journal of Learning Disabilities, 59(3), 135–160. https://doi.org/10.1177/00222194261424914.

Douglas, G. P., Powell, S. R. & Benz, S. A. (2026). Mathematics policy across the United States: A landscape analysis. Learning Disabilities Research & Practice, 41(4), 298–313. https://doi.org/10.1177/09388982261465446.

Hardy, A. M.., Douglas, G. P.., MacLean, K. B.., Mason, K. M.. & Powell, S.R.. (2025). How Keywords Impact Word-Problem Performance: When More Does Not Mean to Add. Learning Disability Quarterly, 49(1), 3–13. https://doi.org/10.1177/07319487251322473.

Gracie P Douglas