Erica Greenberg

While the evidence on short- and longer-term prekindergarten efficacy has grown in recent years, nearly all existing research comes from studies of programs for 4-year-olds. Increasing policy interest in programs for 3-year-olds, persistent disparities in access, and theories and evidence from economics, neuroscience, and developmental psychology highlight the need for new research so that policymakers, practitioners, and the public can make informed choices about investments in children's s...

The Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis has been designed to provide doctoral students in social science disciplines (especially Economics, Sociology, Political Science, and Psychology) and in the School of Education with advanced training in state-of-the-art quantitative methods of discipline-based educational policy analysis.