CEPA People

Rachel Valentino

Rachel ( is a doctoral candidate in the Administration and Policy Analysis program and is an IES fellow at Stanford. She received her B.A. in Psychology from Lehigh University and her M.A. in Developmental Psychology from Teachers College, Columbia University. Prior to coming to Stanford, she worked at the National Center for Children and Families (NCCF) where she conducted classroom quality evaluations in child care, Head Start, and pre-K settings in New York City. In addition, she worked as a Research Project Coordinator at the National Institute for Early Education Research (NIEER), where she managed large scale evaluations of publicly funded pre-K programs and worked on the State of Preschool Yearbook. Her primary research interests include the longitudinal effects of early childhood policy and practice, the development of achievement gaps, and the effects of instructional programs designed to serve English language learners. She is advised by Professor Sean Reardon.

Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories. Deborah Stipek, Rachel A. Valentino. Journal of Educational Psychology, Forthcoming.
Patterns and Trends in Racial Academic Achievement Gaps Among States, 1999-2011. Sean F. Reardon, Rachel A. Valentino, Demetra Kalogrides, Kenneth A. Shores, Erica H. Greenberg. 2013.
Left Behind? The Effect of No Child Left Behind on Academic Achievement Gaps. Sean F. Reardon, Erica H. Greenberg, Demetra Kalogrides, Kenneth A. Shores, Rachel A. Valentino. 2013.
Patterns of literacy among U.S. students. Sean F. Reardon, Rachel A. Valentino, Kenneth A. Shores. The Future of Children, 22(2), pp. 17-38. 2012.

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