Diane Schilder

Email Diane Schilder

Descriptors (Bodies of Work): 

Photo: 

Diane Schilder

First name: 

Diane

Last name: 

Schilder

Bio: 

Diane Schilder leads research, evaluation, and policy analysis initiatives that advance knowledge of innovative, effective approaches to promoting young children’s school readiness and success. Her work focuses on child care, early education, and K–12 education programs and policies, with a special emphasis on closing opportunity gaps for children and youth, especially racial and ethnic minorities, children who are dual-language learners, and those living in low-income families.

Schilder currently serves as a senior technical assistance specialist for the Center on Enhancing Early Learning Outcomes. In this role, she works closely with state education agencies and U.S. Department of Education-funded technical assistance providers to support actions that will enhance early learning outcomes. She also serves as Principal Investigator for EDC’s Child Care Quality and Collaboration study.

As an EDC Principal Investigator, Schilder has led dozens of research and evaluation studies including the recently completed Illinois Race to the Top—Early Learning Challenge Evaluation and the Washington Race to the Top Early Learning Challenge Evaluation funded by the BUILD Initiative. Previously, she served as Principal Investigator of the Pre-Kindergarten Impact Study, numerous longitudinal studies of child care/Head Start/Pre-Kindergarten partnerships, an evaluation of an Early Reading First project, and a number of evaluations of the Massachusetts Quality Rating and Improvement System (QRIS) that resulted in publications including a report of findings from the pilot evaluation, a standards study, and a review of research on quality child care. Dr. Schilder previously served as senior advisor to the Rwanda Language, Literacy and Early Learning project.

Schilder is the author and co-author of chapters, articles, reports, and briefs focused on the effectiveness of early childhood policies and programs. A few of her recent publications include Early Childhood Teacher Education Policies: Research Review and State TrendsQuality Rating and Improvement Systems: Stakeholder Theories of Change and Models of Practice, "Head Start/Child Care Partnerships: Program Characteristics and Classroom Quality" (Early Childhood Education Journal), and Perspectives on the Impact of Pre-K Expansion. In 2016, she contributed a chapter on accountability in early childhood education to the SAGE Encyclopedia of Contemporary Early Childhood Education.

Before joining EDC, Schilder was a Senior Policy Analyst at the Harvard Family Research Project and served as a Senior Evaluator at the U.S. Government Accountability Office, leading evaluations of education programs including studies of elementary and secondary interventions.

Schilder received a BA from Ohio State University, an MA in Education and Human Development, and an EdD in Education Administration and Policy Studies from George Washington University.

 

Staff: 

Staff Profile

Job title: 

Principal Research Scientist

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2757

ETLO Wins Prestigious Innovator Award

Logo

A program in the Learning and Teaching Division has won the prestigious Online Learning Innovator Award, given by the International Association for K–12 Online Learning (iNACOL). The award recognizes EdTech Leaders Online’s (ETLO) “outstanding and innovative online learning practice” through the e-Learning for Educators program, a 10-state consortium funded by the U.S. Department of Education through Alabama Public Television.

Descriptors (Bodies of Work): 

NSF Funds What’s Cooking? for STEM

The National Science Foundation has awarded $2 million over two years to create a free public online multimedia resource serving up STEM concepts to adults with low levels of literacy and numeracy. “TV411 What’s Cooking?” puts on the front burner the biochemical, physical, and mathematical processes at play in our home kitchens, in the news, and in our lives, while offering multiple and engrossing opportunities for informal science education designed explicitly for the much-neglected audience of undereducated adults.

Last Updated: October 2010

Descriptors (Bodies of Work): 

NSF Award to Build on Computational Thinking (CT)

itac logo

The National Science Foundation has awarded $210,000 to build on the success and experience of the division’s NSF-funded “IT Across Careers” and other STEM workforce-development projects. LTD and its partners will develop and validate core computational thinking (CT) skill sets used by scientists, technicians/technologists, engineers, and mathematicians in STEM workplaces.

Descriptors (Bodies of Work): 

I3 Win: The Education Connection

EdConnect

EDC will partner with The Education Connection’s Center for 21st-Century Skills on a five-year, Investing in Innovation (i3)–funded longitudinal study of a grade 7–12 STEM Academy model with strong potential to increase high-need students’ interest and achievement in STEM and to improve college access for STEM majors.  

Last Updated: September 2010

relation: 

internal

Descriptors (Bodies of Work): 

NSF Grant for “Oceans of Data” Project

NSF Logo

The National Science Foundation has awarded Science and Mathematics Programs a 1.5-year, $260,000 exploratory collaborative DRK–12 grant to work with Scripps Institution of Oceanography to conduct the “Oceans of Data” project. The question to be addressed is: In what ways can research inform the design of interfaces and technology tools that will allow students to use and make meaning of large scientific data bases?

Descriptors (Bodies of Work): 

Pages

Subscribe to Learning and Teaching RSS