Louisa Anastasopoulos has expertise in research and evaluation project management across grade levels and content areas, including the development of data quality control systems, quantitative, qualitative, and mixed-methods analysis, and formative feedback. She has extensive knowledge of early language and literacy development and early childhood programs.
Currently, Anastasopoulos is part of a team evaluating the Nellie Mae Education Foundation’s District Level Systems Change Initiative, which is focused on student-centered learning in a number of high schools throughout New England. In addition to qualitative and quantitative analysis, she also contributes to the development of observation and interview protocols and data management systems, and conducts site visits, focus groups and interviews.
Recently, Anastasopoulos examined how the use of a curriculum is related to changes in instructional practice. In addition to collaborating on the development and refinement of observation and survey instruments, the project employed mixed-methods analyses to capture and explain variation in instruction in classrooms. She was also part of two teams that conducted formative and summative evaluations of Early Reading First programs in Worcester and Springfield, Massachusetts. In addition, she was a senior analyst for an early childhood research project using secondary data provided by the state of Ohio.
As Associate Project Director for a research project for the Office of Educational Research and Improvement, U.S. Department of Education, she compared the effects of a literacy intervention using traditional and distance learning methods. She was the Research Coordinator for the New England Quality Research Center for Head Start (NEQRC), one of four national centers designed to examine the impact of classroom quality on child outcomes.
Anastasopoulos is coauthor of the Early Language and Literacy Classroom Observation (ELLCO) Pre-K Tool and User’s Guide, published by Brookes Publishing Co., which are used by early childhood programs and researchers to look at the classroom environment and levels of support for children’s language and emerging literacy development. She co-developed and is lead instructor for the ELLCO Pre-K Training of Trainers Institute.
She received her BA from Colby College and master's degree in public policy with a focus on education from the Georgetown Public Policy Institute. She is proficient in Spanish and fluent in Greek.