To better inform public policy regarding early childhood care and education, a group of scholars has

prepared a brief general consensus statement on the scientific evidence. This open letter from scholars
to policy makers and the public primarily relies on a review published by the Society for Research in
Child Development and Foundation for Child Development that is cited at the end of the letter. Initial
signatures from scholars supporting this consensus statement are listed below. In order to provide
policy makers and the public with an indication of the extent of agreement within the scientific
community, we are asking other scholars who agree with the statement to add their signatures at the
following website:

http://goo.gl/nfuAQY

For your convenience, the letter follows the signatures below, but you can access it at the link above, as
well. Please feel free to pass this e-mail along to other scholars you believe would concur, as well.
Please excuse us if you have received multiple requests asking for your participation. We will update
the list of those who have signed at the end of each week, but do not have the capacity to do this daily.

J. Lawrence Aber
Steinhardt School of Culture, Education, and
Human Development
New York University

W. Steven Barnett
National Institute for Early Education Research
Rutgers, The State University of New Jersey

Daphna Bassok
Curry School of Education
University of Virginia

William Beardslee
Harvard Medical School

David Berliner
Mary Lou Fulton Institute and Graduate School
of Education
Arizona State University

Karen Bierman
Department of Psychology
Penn State University

Clancy Blair
Steinhardt School of Culture, Education, and
Human Development
New York University


Barbara Bowman
Erikson Institute

Pia Britto
Child Study Center
Yale School of Medicine

Laurie Miller Brotman
Department of Population Health
NYU Langone Medical Center

Margaret Burchinal
Frank Porter Graham Child Development
Institute
University of North Carolina at Chapel Hill

Douglas Clements
Graduate School of Education
University at Buffalo, The State University of
New York

Linda Darling-Hammond
Graduate School of Education
Stanford University

Nell Duke
School of Education
University of Michigan



Greg Duncan
Department of Education
University of California, Irvine

Linda Espinosa
University of Missouri, Columbia

John Fantuzzo
Graduate School of Education
University of Pennsylvania

Philip Fisher
Department of Psychology
University of Oregon

Vivian Gadsden
Graduate School of Education
University of Pennsylvania

Eugene Garcia
Mary Lou Fulton College of Education
Arizona State University

Rochel Gelman
Center for Cognitive Science
Rutgers, The State University of New Jersey

Elizabeth Gershoff
School of Human Ecology
University of Texas

William Gormley
McCourt School of Public Policy
Georgetown University

Robert Granger
Independent Consultant

Mark Greenberg
Bennett Pierce Prevention Research Center
Penn State University

Jeanne Brooks Gunn
Teachers College & College of Physicians and
Surgeons
Columbia University

Kathryn Hirsh-Pasek
Department of Psychology
Temple University

Aletha Huston
Department of Human Development and Family
Sciences
University of Texas at Austin

Jacqueline Jones
Incoming President
Foundation for Child Development

Stephanie Jones
Graduate School of Education
Harvard University

Laura Justice
College of Education and Human Ecology
The Ohio State University

Sharon Lynn Kagan
Teachers College
Columbia University

David Kirp
Goldman School of Public Policy
University of California, Berkeley

Michael Lopez
Abt Associates

Katherine Magnuson
School of Social Work
University of Wisconsin Madison

Kathleen McCartney
Smith College

Christine McWayne
Eliot-Pearson Department of Child Study and
Human Development
Tufts University

Alan Mendelsohn
Department of Pediatrics
NYU Langone Medical Center
Pamela Morris
Steinhardt School of Culture, Education, and
Human Development
New York University

Susan B. Neuman
Steinhardt School of Culture, Education, and
Human Development
New York University

Deborah Phillips
Department of Psychology
Georgetown University

Cybele Raver
Steinhardt School of Culture, Education, and
Human Development
New York University

Craig Ramey
Virginia Tech Carilion Research Institute

Irwin Redlener
National Center for Disaster Preparedness
Columbia University

Arthur Reynolds
Institute of Child Development
University of Minnesota

Julie Sarama
Graduate School of Education
University at Buffalo, The State University of
New York

Jeffrey Sachs
Earth Institute
Columbia University
Larry Schweinhart

Catherine Snow
Graduate School of Education
Harvard University

Deborah Stipek
Graduate School of Education
Stanford University

Ruby Takanishi
New America Foundation

Deborah Vandell
Department of Education
University of California, Irvine

Shannon Wanless
School of Education
University of Pittsburgh

Christina Weiland
School of Education
University of Michigan

Marcy Whitebook
Center for the Study of Child Care Employment
University of California, Berkeley

Hirokazu Yoshikawa
Steinhardt School of Culture, Education, and
Human Development
New York University

Martha Zaslow




Research strongly supports investment in early childhood education.

As policymakers debate investing in quality early childhood education programs, they should note the
widespread agreement among researchers about the value of such programs. An extensive body of
research in education, developmental psychology, neuroscience, medicine and economics shows that
quality early childhood education programs produce better education, health, economic and social
outcomes for children, families, and the nation. As researchers, we urge policymakers to make decisions
based on the full body of scientific knowledge about early education and child development. We provide
this research summary to support and guide future investment in quality early childhood education
programs.

Quality early childhood education can reduce the achievement gap. Too many American children start
school inadequately prepared to succeed. Gaps in cognitive, linguistic, social, and emotional skills due to
unequal opportunities become evident well before children enter kindergarten. The resulting
achievement gap widens as children progress through school, despite strong efforts at remediation. The
long-term consequences include high rates of school failure, grade repetition, inappropriate special
education placements, and dropout; involvement in risky behaviors and crime; and, even higher risk for
adult chronic disease including hypertension, heart disease, obesity and diabetes. These problems are
not limited to the poor: many children who fail a grade and drop out are from middle-income families.
The costs of remediation, social dependency, poor health, and lost productivity are very high to
individuals and our nation.

Access to quality early childhood education is essential. The early learning programs and child care that
many parents can afford are not of good enough quality to appreciably affect early disparities in
development. Inequities in access to high-quality early education may actually make them worse. From
actual observations of childrens experiences we know that much of the education and care provided in
preschools, center-based settings, and child care homes is not of sufficient quality to produce strong
outcomes for children. Inadequate quality characterizes the preschool experiences of children from both
middle-class and lower-income families.

Develop the whole child with quality programs. Physical and emotional health, early learning, and
socialization are key elements of healthy development that must be addressed in quality early childhood
education delivered by well-trained teachers using proven curricula. Children benefit most when
teachers engage in interactions that stimulate learning while being emotionally nurturing. These
interactions foster engagement in and enjoyment of learning. Critical to assuring quality are continuous
improvement systems that support teachers in the implementation of evidence-based curricula focused
on specific areas of learning and socio-emotional development. In-classroom coaching and mentoring is
a successful approach to providing this support. In addition, salaries commensurate with comparably
prepared K-12 colleagues could stem the flight of teachers away from early childhood education.

Quality programs include health and home. Evidence-based health and parent engagement activities
contribute to greater success. Early screenings and follow up promote healthy cognitive, socio-
emotional, and physical development. By modeling positive parent-child interaction and offering
parents opportunities to practice with feedback, programs can augment the positive effects of preschool
on child development and later education achievement.

Quality programs can be brought to scale. Large-scale public preschool programs have produced
substantial impacts on childrens early learning. Recent analyses integrating evaluations of preschool
programs find that children make substantive gains in cognitive abilities and later school success in
preschool programs including Head Start and state/local pre-K programs. At-scale preschool systems
including in Tulsa, Boston, and New Jersey have produced even larger gains in language and math above
and beyond comparison group children, many of whom were in other center-based programs. Benefits
to childrens socio-emotional development and health have been documented in programs that focus
intensively on these areas.

Quality programs produce quality life outcomes. Early childhood programs produce larger long-term
impacts on life achievement than on IQ and achievement tests. Studies often find some convergence in
test scores between children who did and did not attend preschool after children enter school. Despite
the convergence on tests of achievement between children who receive quality early childhood
education and those who do not, evidence points to important effects in other areas over time. Children
who attended preschool show reductions in special education and grade retention. Evidence from long-
term evaluations of both small-scale, intensive interventions and Head Start find long-term effects on
important societal outcomes such as high-school graduation, years of education completed, earnings,
and reduced crime and teen pregnancy, even after test-score effects become indistinguishable.
Research is now underway focusing on why these long-term effects occur even when test scores during
the school years converge.

Quality early childhood education benefits children from diverse family backgrounds and
circumstances. Quality early learning can benefit middle-class children as well as disadvantaged
children; typically developing children as well as children with special needs; and dual language learners
as well as monolingual English speakers. Although early research focused only on programs for low-
income children, more recent research indicates that middle-class children can benefit substantially and
these benefits outweigh costs for children from middle-income as well as those from low-income
families.

Investing in quality early childhood education pays off. Rigorous cost-benefit analyses show that the
economic benefits of early childhood education outweigh the costs of providing access to quality
programs. Available benefit-cost estimates based on older, intensive interventions, such as the Perry
Preschool Program, as well as contemporary, large-scale public preschool programs, such as the Chicago
Child-Parent Centers and Tulsas preschool program, find that their benefits far exceed the costs.

Critics of greater investment ignore the full body of evidence. Critics often cite data out of context,
cherry-picking findings that highlight minimal effects within the larger findings of overall benefits. In
addition, they claim the need to wait for larger-scale studies over many years to prove long-term
effectiveness, knowing full well that such experiments are not possible without significant government
investment and decades of research. Existing research findings are sufficient to warrant greater
investment in quality programs now. Additional investments in research are essential and will be most
productive if used to monitor quality and guide ongoing improvement of programs and systems.

This statement draws heavily upon a more detailed report on the scientific basis for preschool policy by: Yoshikawa, H.,
Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W. T., Ludwig, J., Magnuson, K., Phillips, D., & Zaslow,
M. (2013). Investing in our future: The evidence base on preschool education. Ann Arbor, Michigan: Society for Research in
Child Development and New York: Foundation for Child Development.

Quality data for preschool programs nationally from: U.S. Department of Education, National Center for Education Statistics,
Digest of Education Statistics 2012. Table 61. Percentage distribution of quality rating of child care arrangements of children at
about 4 years of age, by type of arrangement and selected child and family characteristics: 2005-06.


Additional Signatories:

Tracy Moran, Assistant Professor, Erikson Insitute

Luisiana Melendez, Associate Clinical Professor, Erikson Institute

Tonya Bibbs, Assistant Professor, Erikson Institute

Elizabeth Votruba-Drzal, Associate Professor, University of Pittsburgh

Susan Golbeck, Associate Professor, Rutgers University

Robert Pianta, Dean and Professor, University of Virginia

Marsha Weinraub, Laura H. Carnell Professor of Psychology, Department of Psychology, Temple
University

David Dickinson, Professor, Vanderbilt University

Henry Levin, Teachers College, Columbia University

Sean F. Reardon, Professor, Stanford Graduate School of Education

Ann M. B. Austin, Professor, Utah State University

Stephanie M. Curenton, Professor, Rutgers University

Kenneth Dodge, Professor, Duke University

Carollee Howes, Professor, University of California at Los Angeles

Judy Temple, Associate Professor, Humphrey School of Public Affairs, University of Minnesota

Claude Goldenberg, Professor, Stanford University

Douglas R. Powell, Distinguished Professor, Purdue University

Natasha Cabrera

Jim Squires, Senior Research Fellow, National Institute for Early Education Research

Pam Winton

Arthur J.Rolnick, Senior Fellow, Humphrey School of Public Affairs, University of Minnesota

Susan Golbeck, Associate Professor, Rutgers University

Aaron Sojourner, Assistant Professor, University of Minnesota Carlson School of Management

Andrew Mashburn, Associate Professor, Department of Psychology, Portland State University

Frances A. Campbell, Senior Scientist, University of NC at Chapel Hill

Jennifer Austin, Associate Professor, Rutgers University, Newark

Richard Lee, Professor, Department of Psychology, University of Minnesota

Diane Early, Scientist, Frank Porter Graham Child Development Institute, University of North Carolina at
Chapel Hill

Penny Hauser-Cram, Professor, Boston College

Kanishka Misra

Noreen Yazejian, Research Scientist, Frank Porter Graham Child Development Institute, University of
North Carolina at Chapel Hill

Geoffrey Nagle, President, Erikson Institute

Roberta M. Golinkoff, Unidel H. Rodney Sharp Professor, University of Delaware

Charles MacArthur, Professor, University of Delaware

Allison Karpyn, Associate Director, Center for Research in Education and Social Policy, University of
Delaware

Nancy Folbre, Professor emerita, University of Massachusetts Amherst

Beth Graue, Professor, Department of Curriculum & Instruction, University of Wisconsin Madison

Pinar Karaca-Mandic, Associate Professor, University of Minnesota

Scott Snyder, Center Director and Associate Professor, Center for Educational Accountability, University
of Alabama at Birmingham

Lisa McCabe, Research Associate, Bronfenbrenner Center for Translational Research, Cornell University

Samuel L. Odom, Director, Frank Porter Graham Child Development Institute, University of North
Carolina at Chapel Hill

Kevin Welner, Professor, University of Colorado Boulder

Kathy Escamilla, Professor, University of Colorado, Boulder

Linda McSpadden McNeil, Professor, Rice University

Linda Stiles, Speech and Language Pathologist, Department of Children Youth and Families

Ed Wiley, Senior Manager, Seagate Technology

Gustavo Fischman, Proefssor, Arizona State University

William R. Penuel, Professor, University of Colorado Boulder

Catherine Lugg, Professor, Rutgers University

William Trent, Professor, University of Illinois, Urbana-Champaign

James Elicker, Associate Professor, Purdue University

Kathy Thornburg

Nancy M Marshall, Senior Research Scientist, WCW, Wellesley College

Gary Orfield, Professor, UCLA

Christopher Lubienski, Professor, Department of Education Policy, University of Illinois

Richard Fiene, Retired HDFS/Psychology Professor, Bennett Pierce Prevention Research Center, Penn
State University

Bruce Biddle, Professor Emeritus, University of Missouri

Toni Porter, Principal, Early Care Amanda Education Consulting

Casey Cobb, Associate Dean & Professor, UCONN

Elizabeth DeBry, Professor, University of Georgia

Lori Connors-Tadros

Julia Henly, Associate Professor, University of Chicago

William Mathis, Managing Director, National Education Policy Center

Pamela Joshi, Senior Scientist, Brandeis University

Chris Herbst, Associate Professor, Arizona State University

Jon Korfmacher, Associate Professor, Erikson Institute

Myae Han, Professor, University of Delaware

Bridget Hatfield, Assistant professor, Oregon state university

Sandra Soliday Hong, Fellow, Frank Porter Graham Child Development Institute, University of North
Carolina Chapel Hill

Richard N Brandon, Director; Sr. Research Fellow (Retired), Human Services Policy Center, University of
Washington

Shannon Wanless, Assistant Professor, University of Pittsburgh

RM Schell, PhD, BCBA-D, Director of Psychology, Riddle Developmental Center

Laura Scharphorn, Research Associate, Center for Early Education Evaluation at HighScope

Jeanne Wilcox, Professor, Mary Lou Fulton Teachers College, Arizona State University

Mary Knight-McKenna, Associate Professor, Elon University

Maregesi Machumu, Lecturer, Dar es Salaam University College of Education (DUCE)

Kate Zinsser, Assistant Professor of Psychology, University of Illinois at Chicago

Afton Kirk, Graduate Student Researcher, University of Pittsburgh

Andrew Brodsky, President, Brodsky Research and Consulting

Toscha Blalock, Research Specialist, University of Pennsylvania, Consortium for Policy Research in
Education (CPRE)

Louanne Jenkins BS/MA, Home Visitor/Service Coordinator, Help Me Grow Catholic Charities

Leslie Leve, Professor, University of Oregon

John M Love, Independent Consultant, Retired

Brooke Fisher, Research Program Associate,

Jacqueline Bruce, Research Scientist, Oregon Social Learning Center

Alex Molnar, Research Professor, University of Colorado--Boulder

Regena Nelson, Professor, Western Michigan University

Masatoshi Jimmy Suzuki, Associate Professor, Hyogo University of Teacher Education

Beverly Alford, Assistant Professor of Early Childhood Education, University of Mississippi

Jie-Qi Chen, Professor, Erikson Institute

Flora Farago, Graduate Student, Arizona State University

Seung-Hee Son, Assistant Professor, Educational Psychology, University of Utah

Helene Arbouet Harte, Assistant Professor, University of Cincinnati, Blue Ash College

Karen W. Burstein, Senior Scientist, Southwest Institute for Families and Children

Laura Sakai, Senior Researcher, Center for the Study of Child Care Employment, University of California
at Berkeley

Victoria Carr, Associate Professor, University of Cincinnati

Roger D. Phillips, Developmental Psychologist & Evaluation Consultant, Independent
Researcher/Evaluator

Kristen Kemple, Professor, University of Florida

Ilene Berson, Professor, University of South Florida

Sandy Baba, Director of Curriculum and Professional Development, Institute for Human and Social
Development

Marie Masterson, School of Education, Dominican University

Allison B Landy

Lisa Schell, Parent Educator, Burke Co. Public Schools

Lynn Cohen, Professor, LIU/Post

X. Christine Wang, Associate Professor, University at Buffalo, The State University of New York

Patrick McIver, Asst. Professor, Catholic University of Daegu

Susan Recchia, Professor, Teachers College, Columbia University

Kathleen Rudasill, Associate professor, University of Nebraska-Lincoln

Aviva Dorfman, Associate Professor, School of Education and Human Services, University of Michigan-
Flint

Scott Hughes, PhD, Assistant Professor, Department of Education, Mount Royal University, Calgary,
Canada

Brook Sawyer, Assistant Professor, Lehigh University

Jorge Saenz De Viteri, Early Childhood Education Specialist

Ida Rose Florez, Senior Project Director, Center for Child & Family Studies, WestEd

Yanghee Kim, Associate Professor, Kennesaw State University

Gail Storch, Early Childhood Consultant, Strong Start Nevada

Mark S. Innocenti, Director, Research & Evaluation, Center for Persons with Disabilities, Utah State
University

Leah Muccio

Bente Jensen, Professor, University of Aarhus

Megan McClelland, Katherine E Smith Healthy Children and Families Professor, Oregon State University

Lori Erbrederis Meyer, Assistant Professor, University of Vermont

Chin Reyes, Associate Research Scientist, Zigler Center in Child Development & Social Policy, Yale
University

Dinah Volk, Professor, College of Education, Cleveland State University

Laura Lee McIntyre, Professor, College of Education, University of Oregon

Ashley Lewis Presser, Senior Research Associate, Education Development Center, Inc.

Regan Vidiksis, Research Associate, Education Development Center's Center for Children and
Technology

Beth Stormshak, Professor, College of Education, University of Oregon

Patsy Cooper, Professor, Queens College, CUNY

Jennifer Dobbs-Oates, Clinical Assistant Professor, Purdue University

Martha Lash, Associate Professor, Early Childhood Education, Kent State University

David Yaden, Professor, University of Arizona

Kenneth Cushner, Professor, Kent State University

Richard M Clifford, Senior Scientist Emeritus, Frank Porter Graham Child Development Institute,
university of North Carolina at Chapel Hill

Betty Zan, Associate Professor, University of Northern Iowa

Deborah Rosenfeld, Research Associate, EDC

Stephanie Carlson, Professor, Institute of Child Development, University of Minnesota

Amanda Williford, Curry School of Education, University of Virginia

Christine Li-Grining, Associate Professor, Department of Psychology, Loyola University Chicago

Mary Dozier, Professor, University of Delaware

Karl Wheatley, Associate Professor, Cleveland State University

Dana Charles McCoy, Postdoctoral Fellow, Harvard University

Marion Goldstein, Research Associate, Education Development Center

Bridget Hamre, Research Associate Professor, University of Virginia

Kristin Voegtline, Postdoctoral Fellow, Johns Hopkins School of Public Health

Belinda Zimmerman, Assistant Professor of Early Childhood Education and Literacy, Kent State
University

Frederick Morrison, Professor, University of Michigan

Claire Cameron, Research Scientist, Center for Advanced Study of Teaching & Learning, University of
Virginia

Marjorie Rhodes, Assistant Professor, New York University

Jill Jacobi-Vessels, Assistant Professor, University of Louisville

Carlos Anguiano, Graduate Student, Washington State University, Pullman

Carl Hermanns, Clinical Associate Professor, Arizona State University

Susan Mauck, Graduate Research Associate, Quantiitative Research in Educational Studies Ohio State
University

Sarah Enos Watamura, Associate Professor, University of Denver

Carolyn J. Griess, Lecturer, Penn State Harrisburg

Mariela Paez, Associate Professor, Boston College

Susan Landry, Professor, University of TX Houston Health Sciences Center

Zoila Tazi, Associate Professor, Mercy College

Jill A Smith, Assistant Professor, University of Houston-Clear Lake

Marie Masterson, School of Education, Dominican University

Dana Suskind, Professor, Surgery and Pediatrics, University of Chicago

Barbara Beatty, Professor, Department of Education, Wellesley College

Sharon Ritchie, Senior Scientist, FPG Child Dev Inst.

Nancy Smith

Dominic Gullo, Professor of Early Childhood Education, Drexel University

Sharon Palsha, Clinical Associate Professor of Early Childhood Education, School of Education, University
of North Carolina at Chapel Hill

Lynn Hartle, Professor, The Penn State University, Brandywine

Mark Feinberg, Research Professor, Penn State University

Gregory M. Fosco, Asistant Professor, The Pennsylvania State University

Sukhdeep Gill, Associate Professor, Penn State University

Kristin A Buss, Professor, Penn State

Deborah J. Cassidy, Professor, UNC Greensboro

Suzy Scherf, Professor, Penn State University

Amanda Berhenke, Assistant Professor of Education and Psychology, Albertus Magnus College

Cristin Hall, Assistant Professor, Penn State University

Diana Rauner, President, Ounce of Prevention Fund

Daniel Berry, Assistant Professor, College of Education, University of Illinois, Urbana-Champaign

Barbara Schaefer, Associate Professor of Education, Penn State University

Paul Morgan, Associate Professor of Education, Penn State University

Cynthia Huang-Pollock, Associate Professor of Psychology, The Pennsylvania State University

Amy Marshall, Associate Professor of Psychology, The Pennsylvania State University

Jason Hustedt, Assistant Professor, University of Delaware

Claudia Mincemoyer, Professor, Penn State University

John Spencer, Professor, University of Iowa

Megan Foley Nicpon, Associate Professor, The University of Iowa

Nathaniel Klooster, Graduate Student Research Assistant, University of Iowa

Sammy Perone, Postdoctoral Fellow, University of Minnesota

Jeff Rosenberg

R. Gabriela Barajas-Gonzalez, Assistant Research Professor, Department of Population Health, NYU
Langone Medical Center

Andy Garbacz, Assistant Professor, College of Education, University of Oregon

Sherry M. Cleary, Executive Director, City University of New York

Ginger Moore, Associate Professor, The Pennsylvania State University

Barbara Schwartz, Associate Clinical Professor, NYU Steinhardt School of Culture, Education and Human
Development

Jason Downer, Research Associate Professor, Center for Advanced Study of Teaching and Learning,
University of Virginia

Eileen Merritt, Assistant Professor, University of Virginia

Robert Nix, Research Associate, Bennett Pierce Prevention Research Center, Penn State University

Maxine Freund, Associate Dean for Research & Professor, George Washington University School of
Education

Erica Greenberg, Research Associate, The Urban Institute

Jennifer LoCasale-Crouch, Research Assistant Professor, University of Virginia

Jessica Whittaker, Research Assistant Professor, Center for Advanced Study of Teaching and Learning,
University of Virginia

Mable Kinzie, Professor, University of Virginia

Janet Welsh, Senior Research Associate, Penn State University

Alisa Belzer, Associate Professor, Rutgers University

Spring Dawson-McClure, Research Assistant Professor, Department of Population Health, NYU Langone
Medical Center

Sam Oertwig, Scientist, FirstSchool, FPG Child Development Institute, Univ. of North Carolina

Taryn Morrissey, Assistant Professor, American University

Mimi Engel, Assistant Professor, Peabody College, Vanderbilt University

Terri Sabol, Assistant Professor, Northwestern University

Esther J. Calzada, Associate Professor, University of Texas at Austin

Catherine Coddington, Ph.D. Candidate, UCLA

Gail Nourse, Director, Illinois Policy, Ounce of Prevention Fund

Claire Dunham, Senior VP for Programs, Ounce of Prevention Fund

Tina Stanton-Chapman, Associate Professor, University of Virginia

Susan Wagner Cook, Assistant Professor, University of Iowa

Tony Raden, Senior Vice President, Research & Policy Initiatives, Ounce of Prevention

Kristie Kauerz, Research Assistant Professor, P-3 Policy and Leadership, University of Washington,
College of Education

Portia Kennel, Senior Vice President, Ounce of Prevention Fund

Ximena Dominguez, Senior Research Scientist, SRI International

Jaclyn M. Dynia, Senior Researcher, Crane Center for Early Childhood Research and Policy

Jessica Logan, Research Scientist, The Ohio State University

Amanda Schwartz

Junlei Li, Professor, Fred Rogers Center, St. Vincent College

Michelle Sobolak, School of Education, University of Pittsburgh

Keith Nelson, Professor, Penn State University

Anna Guerrero, Professor, University of Pittsburgh

Rebecca Bulotsky Shearer, Associate Professor, University of Miami

Diane Fett, Director, Fond du Lac County Birth to 3 Program

Patricia Crawford, Associate Professor, University of Pittsburgh

Sara Rimm-Kaufman, Professor, Center for the Advanced Study of Teaching & Learning, University of
Virginia

Cindy J. Popovich, Faculty Higher Education, University of Pittsburgh

Michelle Maier, Research Associate, MDRC

Ken Smythe-Leistico

Cheryl Polk, President, HighScope Educational Research Foundation

Pamela Epley, Assistant Clinical Professor, Erikson Institute

Larissa Samuelson, Professor, DeLTA Center, University of Iowa

Carla Peterson, Professor, Iowa State University

Amanda Guyer, Associate Professor, University of California Davis

Michael Robb, Director of Education and Research, Fred Rogers Center

Cynthia Stifter, Professor, Penn State University

JoAnn Farver, Professor & Chair, Department of Psychology University of Southern California

Charles Nelson, Professor, Harvard Medical School

Todd Grindal, Associate, Abt Associates

Danielle Crosby, Associate Professor of Human Development and Family Studies, University of North
Carolina at Greensboro

Amanda Tarullo, Assistant Professor, Boston University

Sara Kempner

Joshua L. Brown, Associate Professor, Fordham University

Dianna Murray-Close, Associate Professor, University of Vermont

Nicole Talge, Assistant Professor, Dept. of Epidemiology and Biostatistics, Michigan State University

Steven Ludeke, Postdoctoral Researcher, University of Southern Denmark

Louisa Tarullo, Associate Director of Research, Mathematica Policy Research

Kimberly Boller, Senior Fellow, Mathematica Policy Research

Jelena Obradovic, Assistant Professor, Stanford University

Brenda Phillips, Research Associate, Harvard University

Jessica Pleuss, Assistant Professor, Morningside College

Juan Casas, Professor, University of Nebraska at Omaha

Catherine Caldwell-Harris, Associate Professor, Boston University

Anne Shaffer, Associate Professor, University of Georgia

Wai-Ying Chow

Sally Atkins-Burnett, Senior Researcher, Mathematica Policy Research

Margery Wallen, Director, Policy Partnerships, Ounce of Prevention Fund

Michael Amlung, Postdoctoral Research Fellow, University of Missouri

Kacy Welsh

Nathan Fox, Professor, University of Maryland

Bryce Merriman, LICSW, People Incorporated

Jocelyn Bonnes Bowne, Postdoctoral Fellow, Harvard University

Karen Appleyard Carmody, Assistant Professor, Duke University

Richard, Senior Lecturer, Harvard Graduate School of Education

Lorenzo Moreno, Visiting Lecturer in Public Affairs, Princton University

Brenda K. Bushouse, Professor, University of Massachusetts

Lisa Scott, Associate Professor, University of Massachusetts Amherst

Mark Becker, Director of Finance, Ounce of Prevention Fund

Shira Mattera

Fabienne Doucet, Associate Professor, New York University

Erin O'Connor, Associate Professor, New York University Steinhardt School of Culture, Education and
Human Development

Kimberly Noble, Assistant Professor, Columbia University