Rachel Valentino (firstname.lastname@example.org) is a doctoral candidate in Administration and Policy Analysis and is an Institute for Education Sciences fellow at Stanford. Rachel studies the effects of early childhood education (ECE) policies and practices on a variety of child outcomes, with a particular focus on the measurement and implications of high quality instructional approaches for English learners (ELs) and racially and socioeconomically underrepresented children. For the past four years she has worked in collaboration with San Francisco Unified School District on research designed to improve the educational opportunities of their EL students. Her most recent professional experience includes her position as a researcher at the National Institute for Early Education Research (NIEER), where she worked with state departments of education to evaluate their publicly funded pre-K programs through large-scale and longitudinal research studies.
Dissertation Committee: Sean Reardon, Deborah Stipek, Kenji Hakuta
Research Interests: Early childhood education policy and practice; English learners; Bilingual instruction; Child development; Descriptive, causal, and longitudinal research methods; School district-university research partnerships; Socioeconomic inequality
Area of Study: Administration and Policy Analysis
- Stanford University, Ph.D., Administration and Policy Analysis, expected June 2015
- Teachers College, Columbia University, M.A., Developmental Psychology, 2008
- Lehigh University, B.A., Psychology, 2007