Mathematica Policy Research, Inc.
Kimberly Boller, Ph.D., is a Senior Fellow at Mathematica Policy Research. She studies the effects of early childhood care and education, parenting programs, and policy on children and parents. Her expertise includes measurement of program fidelity, implementation, and quality; child outcomes from infancy through early elementary school; and parent well-being and self-sufficiency. Her current research in the United States focuses on Early Head Start; home visiting; the cost of quality early childhood services; informal child care; and child care quality rating and improvement systems (QRIS). She has conducted research on early childhood and parenting programs and systems in more than 10 countries. She received her Ph.D. in developmental and cognitive psychology from Rutgers University.
Natasha J. Cabrera
University of Maryland, College Park
Natasha J. Cabrera, Ph.D., is Professor in the Department of Human Development and Quantitative Methodology, College of Education, at the University of Maryland-College Park. Before joining the University of Maryland in 2002, Dr. Cabrera had several years of experience as an Executive Branch Fellow and Expert in Child Development with the National Institute of Child Health and Human Development (NICHD). Dr. Cabrera’s research, funded by NICHD, focuses on father involvement and children’s social development; ethnic and cultural variations in fathering and mothering behaviors; family processes in a social and cultural context; and the mechanisms that link early experiences to children’s school readiness. Dr. Cabrera has published in peer-reviewed journals on policy, methodology, theory and the implications of father involvement on child development. She has studied fathers for the last 15 years. In her previous position with NICHD, she developed a major initiative called Developing a Daddy Survey (DADS), which coordinated measures of father involvement across major studies in the field and provided a set of measures for others to use. She is the co-editor of the Handbook of Father Involvement: Multidisciplinary Perspectives, Second Edition (Taylor & Francis, 2013) and Latina/o Child Psychology and Mental Health: Vol 1: Early to Middle Childhood: Development and Context and Vol 2: Adolescent Development (Praeger, 2011). Dr. Cabrera is the Associate Editor of Child Development and Early Childhood Research Quarterly and the recipient of the National Council and Family Relations award for Best Research Article regarding men in families.
Eric Dearing, Ph.D., is an Associate Professor in the Department of Counseling, Developmental, and Educational Psychology at Boston College’s Lynch School of Education. He is also a Senior Researcher at the Norwegian Center for Child Behavioral Development, University of Oslo. Dr. Dearing’s work is focused on the consequences of children’s lives outside of school for their performance in school, with a special interest in the power of families, early education and care, and neighborhood supports to bolster achievement and well-being for children growing up poor. He has published on topics such as the relationship between higher-quality early child care and low-income children’s math and reading achievement in middle childhood and how increased family involvement in school predicts improved child-teacher relationships, feelings about school, and literacy for low-income children. He is currently principal investigator for a study, supported by the Heising-Simons Foundation, investigating the role of parents’ engagement in their children’s early math learning for children’s long-term achievement. His other research has been funded by the Foundation for Child Development, National Institute of Child Health and Human Development, National Institute of Aging, National Science Foundation, Norwegian Research Council, the Spencer Foundation, and the William T. Grant Foundation. Dr. Dearing holds a Ph.D. in psychology from the University of New Hampshire.
Greg J. Duncan
University of California, Irvine
Greg J. Duncan, Ph.D., is a distinguished professor of education at the University of California, Irvine. Previously, he was a professor at the University of Michigan and director of the Panel Study of Income Dynamics. He was a member of the 2008 Panel to Review the National Children’s Study Research Plan. Dr. Duncan’s recent work has focused on understanding the relative importance of early academic skills, cognitive and emotional self-regulation, and health in promoting children’s eventual success in school and the labor market. He has also investigated the roles that families, peers, neighborhoods and public policy play in affecting the life chances of children and adolescents. His research has highlighted the importance of early childhood as a sensitive period for the damaging influences of economic deprivation as well as for the beneficial impacts of policy-induced income increases for working families. Dr. Duncan has served as president of the Population Association of America and of the Society for Research in Child Development. He received the 2013 Klaus J. Jacobs Research Prize of the Jacobs Foundation, given for scientific work of high social relevance to the personality development of children and young people. He is a member of the National Academy of Sciences and has a Ph.D. in economics from the University of Michigan.
Institute for Health and Recovery
Norma Finkelstein, Ph.D., M.S.W., is founder and Executive Director of the Institute for Health and Recovery, a Massachusetts statewide services, policy, program development, training, and research organization. Prior to this, Dr. Finkelstein was the founder and Executive Director of the Women’s Alcoholism Program/CASPAR, Inc., a comprehensive prevention, education, and treatment program for chemically dependent women and their families. Dr. Finkelstein’s work has focused on substance use prevention and treatment, with specific emphasis on women, children and families; pregnancy; co-occurring disorders, including integrated care for women with substance use disorders, mental illness and histories of violence; trauma informed services; services for youth and young adults; tobacco education and cessation; and family-centered care. Her expertise in designing and managing services as well as in the areas of policy, planning and research, has resulted in over 50 professional publications and curricula. Dr. Finkelstein served as Chair of the U.S. Center for Substance Abuse Treatment’s Women’s treatment improvement protocols (TIPS), as a member of the Substance Abuse and Mental Health Services Administration’s Women’s Advisory Board, and as a consensus panel member for the Center for Substance Abuse Prevention’s FASD TIPS. She currently serves as Co-Chair of the Substance Abuse Subcommittee of the National Child Traumatic Stress Network. She also serves on the Board of Directors of the Association for Behavioral Healthcare of Massachusetts, as well as a number of other community and professional boards. She has been the principal investigator and manager of numerous health, mental health and maternal and child health grants and contracts. Dr. Finkelstein has been the recipient of numerous awards including the Francis O’Brien Award given by the Alcoholism and Drug Abuse Association of Massachusetts for Outstanding Leadership in the Field of Substance Abuse; the Mayor’s Crossing Generations Award for support and commitment to young women’s development; the New England Chapter of the National Association for Perinatal Addiction, Research and Education’s Award for dedication and commitment to service and research on behalf of alcohol and drug dependent women; the Massachusetts Chapter of the National Association of Social Work’s Most Significant Contribution to Social Work Practice Award; the Alcohol and Drug Problems Association of North America’s Outstanding Accomplishments in Alcohol and Drug Programming Award; and the National Council on Alcoholism’s New Pioneer Award. Most recently, she received the National Center on Substance Abuse and Child Welfare’s National Collaborative Leadership Award, the National Organization on Fetal Alcohol Syndrome’s Erin Frey Advocacy Award, and the Women’s Service Network’s and National Association of State Alcohol and Drug Abuse Directors’ Women’s Services Champion award. She received her M.S.W. from the University of Michigan and her Ph.D. from the Florence Heller School, Brandeis University.
University of California, San Francisco
Elena Fuentes-Afflick, M.D., M.P.H., is Professor of Pediatrics, Epidemiology, and Biostatistics and Vice Dean for Academic Affairs at the University of California, San Francisco (UCSF). Dr. Fuentes-Afflick’s research has focused on the broad themes of acculturation and immigrant health, with specific emphasis on perinatal and neonatal health disparities. She serves as chair of the UCSF Academic Senate, and serves on national committees of the Society for Pediatric Research, the National Institutes of Health, and the Robert Wood Johnson Foundation. She served as president of the Society for Pediatric Research in 2008-2009; and has served or is serving as a member of the National Advisory Council of the National Institute for Child Health and Human Development; the National Advisory Council of the Agency for Healthcare, Research and Quality; the National Advisory Committee of the Thrasher Research Fund, the Federal Advisory Committee of the National Children’s Study; the Board of the International Pediatric Research Foundation, and the National Advisory Council of the Robert Wood Johnson Foundation’s Clinical Scholars Program. In 2010, Dr. Fuentes-Afflick was elected to the National Academy of Medicine. Dr. Fuentes-Afflick obtained her undergraduate education and medical degree at the University of Michigan. She completed her residency training at UCSF, where she served as chief resident, followed by a research fellowship at the Phillip R. Lee Institute for Health Policy Studies. She also completed an M.P.H. at the University of California, Berkeley.
Iheoma U. Iruka
University of Nebraska
Iheoma U. Iruka, Ph.D., is the Director of Research and Evaluation at the Buffet Early Childhood Institute, University of Nebraska. Dr. Iruka's research focuses on determining how early experiences impact poor and ethnic minority children's learning and development (ages 0-8) and the role of the family and education environments and systems in this process. She is engaged in projects and initiatives focused on how evidence-informed policies, systems, and practices in early education can support the optimal development and experiences of low-income and ethnic minority children, such as through quality rating and improvement systems, home visiting programs, and high-quality preschool programming. She has extensive publications, including a textbook and short-format book geared towards early care and education practitioners working with diverse populations. In addition to being a former Scientist and Associate Director at the Frank Porter Graham Child Development Institute, University of North Carolina - Chapel Hill, she has served on numerous boards, including North Carolina's Child Care Services Association and Durham County's Workforce Development Board.
Samuel L. Odom
The University of North Carolina at Chapel Hill
Samuel L. Odom, Ph.D., Principal Investigator, is Director of the Frank Porter Graham Child Development Institute at the University of North Carolina-Chapil Hill (UNC) and a Professor in the School of Education at UNC. He is the author or co-author of many journal articles and editor or co-editor of five published and two in press books on early childhood intervention and developmental disabilities. He was previously a member of the National Academy of Science Committee on Educational Inteventions for Children with Autism, which published a report on effective educational programs for young children with autism spectrum disorders (ASD). He also was a member of the committee that developed the 10 Year Roadmap for Autism Research coordinated by the National Institute on Mental Health and the Interagency Autism Research Committee. Currently his is working with the National Standards Project, which will identify evidence-based practices for children and youth with autism spectrum disorder, and the state of California, which will use this information to identify practices that can be used by teachers and service providers. His recent articles with his doctoral students have addressed the efficacy of a variety of focused intervention approaches (e.g., peer-mediated interventions, sibling-mediated interventions, parent-child intervention to promote joint attention, independent work systems approach to promote learning) for children with ASD. He is currently also the Principal Investigator of a multi-site randomized control study of an intervention to promote preschool readiness. In 2007, Dr. Odom received the Outstanding Research Award from the Council for Exceptional Children.
University of California, Santa Cruz
Barbara Rogoff, Ph.D., is the UC Santa Cruz Distinguished Professor of Psychology at the University of California-Santa Cruz. She received the 2013 Award for Distinguished Lifetime Contributions to Cultural and Contextual Factors in Child Development. She is a Fellow of the Association for Psychological Science, the American Anthropological Association, the American Psychological Association, and the American Educational Research Association. Dr. Rogoff’s research focuses on cultural aspects of learning, with special interest in Indigenous-heritage, Mexican, Guatemalan, and other communities of the Americas. Her research has included cultural aspects of learning, including collaboration, learning through observation, children’s interest in and attention to ongoing events, roles of adults as guides or instructors, and children’s opportunities to participate in cultural activities and age-specific child-focused settings. She has held the University of California Presidential Chair and has been a Fellow of the Center for Advanced Study in the Behavioral Sciences, a Kellogg Fellow, a Spencer Fellow, and an Osher Fellow of the Exploratorium. She served as Editor of Human Development and of the Newsletter of the Society for Research in Child Development, Study Section member for the National Institute of Child Health and Human Development, and committee member on the Science of Learning for the National Academy of Science. She was selected to give the 2004 UC Santa Cruz Faculty Research Lecture. Her recent books have received major awards: Learning Together: Children and Adults in a School Community (Oxford, 2001, Finalist for the Maccoby Award of Division 7 of the American Psychological Association); The Cultural Nature of Human Development (Oxford, 2003; William James Book Award of Division 1 of the American Psychological Association); and Developing Destinies: A Mayan Midwife and Town (Oxford, 2011; Maccoby Award of Division 7 of the American Psychological Association).
Mark A. Schuster
Harvard Medical School
Mark Schuster, M.D., Ph.D., is William Berenberg Professor of Pediatrics at Harvard Medical School and Chief of General Pediatrics and Vice Chair for Health Policy in the Department of Medicine at Boston Children’s Hospital. He conducts research on child, adolescent, and family issues, and has studied the role of parents in influencing and addressing their children’s health. He currently leads the Center of Excellence for Pediatric Quality Measurement, which develops quality measures for national use. He has also conducted research on family leave for parents with chronically ill children, adolescent sexual health, obesity prevention, children with HIV-infected parents, and health disparities. He is an elected member of the National Academy of Medicine and is serving as president of the Academic Pediatric Association for 2014-2015. He has served on two Institute of Medicine committees, one on health care for adolescents and the other on LGBT health issues. Dr. Schuster received his B.A. (summa cum laude) from Yale, M.D. and M.P.P. from Harvard, and Ph.D. in public policy analysis from the Pardee RAND Graduate School.
Selcuk R. Sirin
New York University
Selcuk R. Sirin, Ph.D., is an Associate Professor of Applied Psychology at New York University (NYU). Dr. Sirin’s research primarily focuses on the lives of immigrant and minority children and their families and ways to increase professionals' ability to better serve them. Dr. Sirin conducted a major meta-analytical review of research on socioeconomic status and he co-produced the Racial and Ethical Sensitivity Test (REST) and accompanying training program for school professionals. He also served as the Research Coordinator for the Partnership for Teacher Excellence project at NYU in collaboration with New York City School of Education. His most recent research focused on immigrant youth in general and Muslim American children and adolescents in particular. He has authored a book entitled "Muslim American Youth: Understanding Hyphenated Identities through Multiple Methods" and co-edited a special issue of Applied Developmental Science focusing on immigrant Muslim youth in the West. Dr. Selcuk is the recipient of a Teaching Excellence Award from Boston College, Young Scholar Award from the Foundation for Child Development for his project on immigrant children, and Review of Research Award from the American Educational Research Association given in recognition of an outstanding article published in education.
Harvard School of Public Health
K. “Vish” Viswanath, Ph.D., is a Professor of Health Communication in the Department of Social and Behavioral Sciences at the Harvard School of Public Health (HSPH) and in the McGraw-Patterson Center for Population Sciences at the Dana-Farber Cancer Institute (DFCI). He is also the Faculty Director of the Health Communication Core of the Dana-Farber/Harvard Cancer Center (DF/HCC). Dr. Viswanath is also the Leader of the Cancer Risk and Disparities (CaRD) Program of the DF/HCC. He is the founding Director of DF/HCC’s Enhancing Communications for Health Outcomes (ECHO) Laboratory. He chairs the Steering Committee for the Health Communication Concentration (HCC) at HSPH and teaches health communication courses within this concentration. Dr. Viswanath’s work, drawing from literatures in communication science, social epidemiology, and social and health behavior sciences, focuses on translational communication science to influence public health policy and practice. His primary research is in documenting the relationship between communication inequalities, poverty and health disparities, and knowledge translation to address health disparities. He has written more than 170 journal articles and book chapters concerning communication inequalities and health disparities, knowledge translation, public health communication campaigns, e-health and digital divide, public health preparedness and the delivery of health communication interventions to underserved populations. He is the Co-Editor of three books: Mass Media, Social Control and Social Change (Iowa State University Press, 1999), Health Behavior and Health Education: Theory, Research & Practice (Jossey Bass, 2008), and The Role of Media in Promoting and Reducing Tobacco Use (National Cancer Institute, 2008). Dr. Viswanath was also the Editor of the Social and Behavioral Research section of the 12-volume International Encyclopedia of Communication (Blackwell Publishing, 2008). He was the Chair of the Board of Scientific Counselors for the National Center for Health Marketing at the Centers for Disease Control and Prevention (CDC), Atlanta from 2007-2010. He has served as a member on three Institute of Medicine (IOM) Committees: Committee on Gulf War and Health: Treatment of Chronic Multisymptom Illness (CMI), the Committee on Sports-Related Concussions in Youth, and the Committee on Health and Safety of Youth. He is a member of the National Vaccine Advisory Committee of the U. S. Department of Health & Human Services and Chairs its Working Group on Vaccine Acceptance, and a member of the Board of Scientific Counselors, Office of Public Health Preparedness, CDC. His research is supported by funding from private and public agencies including the National Institutes of Health and the CDC.
Michael S. Wald
Michael S. Wald, J.D., M.A., is the Jackson Eli Reynolds Professor of Law, Emeritus, at Stanford Law School. He is a frequent expert advisor on youth and children’s legal issues nationwide, academic researcher, and teacher focused on children’s rights and welfare. He is one of the leading national authorities on legal policy toward children, and he drafted the American Bar Association’s Standards Related to Child Abuse and Neglect, as well as major federal and state legislation regarding child welfare. Professor Wald has served as deputy general counsel for the U.S. Department of Health and Human Services during the Clinton administration, Director of the San Francisco Department of Human Services, and senior advisor to the president of the William and Flora Hewlett Foundation. He also has served as chair of the San Francisco Youth Council, chair of the Faculty Scholars Program of the William T. Grant Foundation, and as a Guggenheim Fellow.