Date & time
Free and open to the public.
This event will be video recorded and archived for later viewing.
Join the conversation: #EPIEarlyEd
About the Topic:
The Education Policy Initiative and School of Education welcomes four key scholars to discuss what works - and doesn’t - in early childhood education. The speakers will present research evidence focused on improving well-being and academic success for children, focusing especially on vulnerable children. They will examine recent trends in early childhood interventions and policies and comment on the viability and impact of these reforms. The discussion will end with a question and answer session open to the audience.
About the Panel:
Daphna Bassok is an assistant professor of education policy in the Curry School of Education at the University of Virginia. Her research includes work on the effects of pre-kindergarten on educational outcomes, the early childhood teacher labor force, the “academicization” of kindergarten, and the effects of universal pre-kindergarten on the private child care sector. She is the principal investigator on an Institute of Education Sciences project to examine Louisiana’s efforts to overhaul their early childhood education system. Bassok holds a PhD and two MAs from Stanford University, and a BA from the University of Michigan.
Howard Bloom is the chief social scientist at MDRC, a research institute based in New York City, where he leads the development of experimental methods for estimating program impacts, including a current reanalysis of the national Head Start Impact Study. Bloom joined MDRC in 1999, following 21 years as a professor of research methods, program evaluation, and applied statistics at Harvard University and New York University. He holds a PhD in political economy and government and two masters degrees from Harvard University, and a BA from Case Western Reserve University.
Christina Weiland is an assistant professor in the School of Education at the University of Michigan. Her research focuses on the effects of early childhood interventions and public policies on children’s development, especially on children from low-income families. She serves as principal investigator on a large-scale Institute of Education Sciences-funded study of the longitudinal impacts of pre-kindergarten programs in Boston Public Schools. Weiland holds a doctor of education degree in quantitative policy analysis, an MA from the Harvard Graduate School of Education, and a BA from Dartmouth College.
Hirokazu Yoshikawa is the Courtney Sale Ross Professor of Globalization and Education at New York University Steinhardt. He is a community and developmental psychologist who studies the effects of public policies and programs related to immigration, early childhood, and poverty reduction on children’s development. He currently serves on the Leadership Council and as the co-chair of the early childhood development and education workgroup of the U.N. Sustainable Development Solutions Network. Yoshikawa holds a PhD and MA from New York University and a BA from Yale University.