Iheoma U. Iruka
Iheoma U. Iruka, Ph.D., is a Research Professor in Public Policy and the Founding Director of the Equity Research Action Coalition at the Frank Porter Graham Child Development Institute at UNC-Chapel Hill. Dr. Iruka is leading projects and initiatives focused on ensuring that racially minoritized children and children from low-income households are thriving through the intersection of racial equity and culturally grounded research, program, and policy. Example of areas of expertise including family engagement and support, early care and education programs and system, and quality improvement systems. Dr. Iruka serves on numerous national and local boards and committees, such as the National Advisory Committee for the US Census Bureau, Scientific Advisor for the National Research Conference in Early Childhood, American Psychological Association’s Board of Educational Affairs, and Brady Education Foundation. She served on the National Academies of Sciences, Engineering, and Medicine committees on Supporting Parents of Young Children and Applying Neurobiological and Socio-behavioral Sciences from Prenatal through Early Childhood Development: A Health Equity Approach.
Susan C. Levine
Susan C. Levine, Ph.D., is the Rebecca Anne Boylan Distinguished Service Professor of Education and Society in the Department of Psychology at the University of Chicago, joining the faculty after receiving her Ph.D. in Psychology at M.I.T. Her research focuses on the development of early spatial and numerical thinking, and particularly on the kinds of adult-child interactions that foster learning in these domains. Notably, she studies how particular kinds of mathematical activities and conversations contribute to children's mathematical learning, and how math-relevant learning opportunities can be increased through interventions, both at home and at school. She also studies the role of math attitudes in mathematical performance and interests with a particular focus on the intergenerational effects of adult math anxiety on math learning and math attitudes. Dr. Levine is the inaugural faculty director of the UChicago Science of Learning Center.
Joan L. Luby
Joan L. Luby, M.D., is the Samuel and Mae S. Ludwig Professor of Psychiatry (Child) at the Washington University School of Medicine where she founded and leads the Early Emotional Development Program. Dr. Luby specializes in infant/preschool psychiatry and her program of research has focused on early childhood affective psychopathology and emotional development for >30 years. Dr. Luby has conducted some of the first large scale empirical studies of preschool onset depression and provided data on the validity, clinical characteristics, longitudinal course and brain developmental outcomes of early onset depression. With colleague Deanna Barch, she conducted a 17 year longitudinal study that investigates behavior and brain development in a sample enriched for depressive symptoms arising at age 3 that includes 5 waves of brain scanning. Findings have informed the impact of key psychosocial factors including maternal support and early life adversity on brain and behavioral development. Luby’s studies have established the powerful role of early childhood caregiver support and psychosocial adversity on neurodevelopment. Dr. Luby has developed and tested a novel early parent-child intervention for depression that focuses on enhancing emotion development showing powerful effects and neural change. Dr. Luby has published > 200 papers and has been awarded numerous honors including the Brain and Behavior Foundation Ruane Award and the American Psychiatric Association Ittelson award.
Camille Maben served as Executive Director of First 5 California for the last decade. In that role, she staffed the California Children and Families Commission, and directed the work of the agency and its staff. Through her leadership, First 5 California is implemented several evidence-based and results-driven programs that focused on quality. Camille also served as the Division Director of the Child Development Division at the California Department of Education (CDE). in that role she provided leadership and oversight to over 700 early care and education contractors with a $1.7 billion dollar budget. In her earlier work, she was appointed by the Governor to serve as Chief of Staff for the Office of the Secretary of Education where she coordinated and developed the Governor's education policy agenda. Camille also served as the Superintendent of Public Instruction’s Senior Advisor to former State Superintendent Delaine Eastin and has worked as a consultant to the Assembly Education Committee. Her early career was spent serving young children with nationally recognized Bev Bos at the Roseville Community Pre-School. Camille has served on numerous boards and committees including 30 years as a Rocklin Unified School District board member.
Deborah A. Phillips
Deborah A. Phillips, Ph.D., is Professor of Psychology, and Associated Faculty of Public Policy at Georgetown University. She completed her undergraduate degree in Psychology from Stanford University and her Ph.D. in Developmental Psychology from Yale University. She was the first Executive Director of the Board on Children, Youth, and Families of the National Research Council and the Institute of Medicine and served as Study Director for From Neurons to Neighborhoods: The Science of Early Child Development. She has also served as President of the Foundation for Child Development, Director of Child Care Information Services at the National Association for the Education of Young Children, and Congressional Science Fellow on the staff of Congressman George Miller. Dr. Phillips has served on the National Board for Education Sciences (U.S. Department of Education), the National Scientific Council on the Developing Child at Harvard University, and the Research Advisory Board of the Committee on Economic Development. Her research on the developmental impacts of early education – child care, pre-k programs, and Head Start – has been funded by the National Institutes of Health, the U.S. Child Care Bureau, and numerous national foundations, as well as recognized at White House conferences and in the State of the Union address. She is a Fellow of the American Psychological Association and the American Psychological Society. She received the 2022 Nicholas Hobbs award from the American Psychological Association, the 2022 President’s Distinguished Scholar-Teacher Award from Georgetown University, and the 2011 Distinguished Contributions to Education in Child Development Award from the Society for Research in Child Development.
Christina J. Weiland
Christina J. Weiland, Ed.D., is an Associate Professor at the University of Michigan’s School of Education and (by courtesy) Ford School of Public Policy, where she also co-directs the Education Policy Initiative. Her research focuses on the effects of policies and interventions for children 0-8, particularly those from families with low incomes. Her work is also characterized by strong partnerships with practitioners, particularly the Boston Public Schools Department of Early Childhood. Her work has been recognized by awards from multiple professional associations (i.e., the Society for Research in Child Development, AERA, the Association for Education Finance and Policy) and supported by funding from the Institute of Education Sciences and multiple foundations. She holds a doctorate from Harvard University in Quantitative Policy Analysis in Education.
Vivian C. Wong
Vivian C. Wong, Ph.D., is a research methodologist in the field of Education. Currently, Dr. Wong is an Associate Professor in Research, Statistics, and Evaluation in the School of Education and Human Development at the University of Virginia. Her research focuses on research designs for evaluating interventions in early childhood and K-12 systems. She has examined the effectiveness of state pre-kindergarten programs in five states, as well as the impact of half- versus full-day pre-kindergarten on students’ achievement. As a methodologist, Dr. Wong’s expertise is in improving the design, implementation and analysis of randomized experiments, regression-discontinuity, interrupted time series, and matching designs in field settings. Her most recent work emphasizes new methods on the design and analysis of systematic replication studies, especially for generalization purposes. Currently, Dr. Wong is a Principal Investigator or co-Principal Investigator of multiple IES- a and NSF-funded grants focused on systematic replication studies. Her work has appeared in the Journal of Educational and Behavioral Statistics, Journal of Policy Analysis and Management, and Psychological Methods. She is an Associate Editor of AERA Open. Dr. Wong received her PhD in 2011 from Northwestern University and was awarded the Outstanding IES Predoctoral Fellow Award.
Rebekah Hutton - (Staff Officer)