For whom do early interventions work best, and why? In this project, we aim to build the early childhood education evidence base by identifying and understanding the conditions under which professional development programs are more versus less effective in improving early childhood classroom quality and child learning outcomes in the United States. We leverage cutting-edge statistical approaches (Bloom & Weiland, 2015; Raudenbush & Bloom, 2015) to quantify the distribution of the effects of the National Center for Research on Early Childhood Education's national Professional Development Study. We also explore whether variation in treatment effects is predicted by characteristics both inside and outside of school walls.
This study is conducted in collaboration with Dr. Terri Sabol and her research team at Northwestern University and is funded by the Institute of Education Sciences.
Recent Publications
Sabol, T. J., McCoy, D., Gonzalez, K., Miratrix, L., Hedges, L., Spybrook, J. K., & Weiland, C. (2022). Exploring treatment impact heterogeneity across sites: Challenges and opportunities for early childhood researchers. Early Childhood Research Quarterly, 58, 14-26.