I investigate the mechanisms that can help increase equitable access to high-quality early education settings, focusing on the classroom and center features that better support children’s development. In my work, I leverage observational, geospatial, and administrative data to examine (1) how to scale up high-quality universal prekindergarten programs, (2) how to account for instructional aspects in early education measurement, and (3) how to support schools, families, and communities on implementing scalable quality improvement programs.

I have studied the implementation of the Boston Universal Prekindergarten (UPK) program, and I currently lead a randomized controlled trial studying the uptake of a coaching program in Puerto Rico. I aim to work with practitioners and policy-makers to generate and disseminate evidence with immediate applications for quality improvement and prekindergarten expansion processes, emphasizing the policies and programs that benefit children’s equitable access to high-quality early education.