Early Care and Education

Active Research Grants

Up, up, and away: Malleable features of pre-k and primary classrooms and their contributions to sustained benefits for vulnerable children (Co-PI, funded by the Spencer Foundation). This study will follow a cohort of children enrolled and not enrolled in the Tulsa, OK pre-k program through 2nd grade to assess program impacts on academic, social, and self-regulatory development (2017).

Understanding the publicly funded ECE workforce’s experiences and wellbeing: Implications for vulnerable children's school readiness, funded by the Foundation for Child Development.  This study is among the first to comprehensively document a rich set of ECE workforce supports and wellbeing factors across the full landscape of public ECE programs serving low-income children, including those who are dual language learners (DLLs) and who have disabilities (2017).

Capturing the First Stage of Pre-K Education: A Study of Three-Year Olds in Tulsa, Oklahoma; Capturing the Next Stage of Pre-K Education: A Study of 4-Year Olds in Tulsa, Oklahoma (with Diane Horm, University of Oklahoma-Tulsa), funded by the Heising-Simons Foundation. This longitudinal study examines the impact of pre-k education on the self-regulatory and cognitive development of low-income children and seeks to identify the active ingredients of pre-k environments that produce both immediate and longer-term impacts (2016).

Inside the classroom door: Understanding child care workforce and classroom characteristics experienced by children in subsidized care (with Anne Martin, formerly of Teachers College, Columbia University), funded by the Department of Health and Human Services, Administration for Children and Families.  This study looks inside the classroom door to investigate classroom and workforce characteristics of publicly-funded ECE settings serving low-income children (2015). 

The changing landscape of publicly-funded center-based child care: 1990 and 2012 (with Rupa Datta and Ellen Kiser), funded by the Administration for Children and Families, US DHHS. This study will compare two national surveys of child care providers in the U.S. conducted 22 years apart to examine trends in the children and families who are served, the workforce, and the funding structures that support child care in the U.S (2015).

Tulsa Pre-K Eighth Grade Follow-up of Program Participants (with William Gormley, Georgetown University), funded by the Foundation for Child Development, the Heising Simons Foundation, and the Stranahan Foundation to examine the long-term impacts of a high-quality pre-kindergarten program (2014).

Demonstration and Research in Early Mathematics Education Network (DREME), funded by the Heising-Simons Foundation to advance research on early mathematics learning. Based at Stanford University (2014).

Tulsa Pre-K Final Analyses (with Carolyn Hill, at MDRC), funded by the National Institute of Child Health and Human Development to examine the impacts of the program on children with special needs and to examine pathways to positive outcomes leading from teacher characteristics to classroom quality to early learning (2012).

Past Research Grants

Social, Emotional, and Cognitive Understanding and Regulation Intervention: Pre-K to 1st Grade (with Stephanie Jones [Harvard University], funded by the National Institute of Child Health and Human Development).  Development and piloting of a school-based intervention targeting inter-related school readiness outcomes of children’s social-emotional and academic development, in the context of whole school reform (Success for All), and bridging preschool and elementary school grades/contexts (2011-2013).

Evaluation of Tulsa Oklahoma’s Pre-Kindergarten Program (with Willliam Gormley, funded by Foundation for Child Development, Spencer Foundation,  David and Lucile Packard Foundation).  Multi-cohort study of the cognitive and social-emotional impacts of universal pre-k in largest school district in Oklahoma, including work on children with special needs (2005-2009).

Child Care and Children’s Temperaments Over Time (with Nathan Fox, funded by NICHD and the Administration on Children and Families, Child Care Bureau).  Study of role played by individual differences in temperament in children’s adjustment to and effects of child care (2004-2007).

Follow-up of National Child Care Staffing Study (with Marcy Whitebook; funded by the Administration on Children and Families, Child Care Bureau).  Longitudinal follow-up of NCCSS sample (2000-2001).

Socio-emotional Effects of Center-Based Child Care (with Sandra Scarr, Kathleen McCartney, & Martha Abbott-Shim; funded by NIMH).  Examination of quality of center care in three state policy environments; impacts on quality of care and child development (1989-1993).

NICHD Study of Early Child Care and Youth Development (part of 10-university consortium).  Prospective, longitudinal study of the developmental impacts of infant child care (1989-1993).

National Child Care Staffing Study (with Marcy Whitebook & Carollee Howes; funded by the Carnegie Corporation, Foundation for Child Development, A.L. Mailman Family Foundation, Ford Foundation, Smith-Richardson Foundation).  Examination of the role of the work/compensation environment of child care across fives states as it affects quality of care for children (1989-1990).

Bermuda Day Care Study (with Sandra Scarr & Kathleen McCartney; funded by the W.T. Grant Foundation and the Bermuda government).  First effort to examine variation in quality of care as it affects children’s development (1979-1981).