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Gary Resnick, a nationally recognized expert in child development research, brings decades of experience at the nexus of child development and program evaluation. He has evaluated early childhood development programs, assessed young children’s school readiness outcomes (especially for children living in disadvantaged communities), examined Quality Rating and Improvement Systems (QRIS) for state early childhood agencies, and measured inter-agency collaboration and coordination.
Resnick is the co-Principal Investigator of a four-year federal Child Care Research Partnership project that measures collaboration and coordination between state-level child care agencies and links to collaboration at the local and community levels. To this role, he brings extensive expertise in leading groundbreaking state and national research—including serving as Director of Instrument Development for the Early Childhood Longitudinal Surveys Birth Cohort (ECLS-B), Associate Project Director for the Head Start Family and Child Experiences Survey (FACES), Senior Technical Advisor for the Head Start Impact Study (HSIS), and Project Director for the State of New Jersey's Evaluation of Early Childhood Programming in Abbott School Districts.
Before he joined EDC, Resnick was the Director of Research at Harder+Company Community Research, where he led evaluations of funded services in First 5 counties in California. Previously, he served as Senior Study Director of Child and Family Studies at Westat and was an Assistant Professor of Family and Human Development at Auburn University.
Resnick has worked with numerous federal and state agencies, including the U.S. Department of Health and Human Services (HHS), the Maternal and Child Health Bureau, the HHS Office of the Assistant Secretary for Planning and Evaluation, the State of New Jersey, and the Massachusetts Department of Early Education and Care.
He has published his findings in numerous chapters and articles, including “Emergent Literacy of Low-Income Children in Head Start: Relationships with Child and Family Characteristics, Program Factors and Classroom Quality” (in Handbook of Early Literacy Research: Vol. 2, 2006) and “Project Head Start: Quality and Links to Child Outcomes” (in Childhood Programs and Practices in the First Decade of Life: A Human Capital Integration, 2010). He has made numerous presentations at conferences nationally and internationally. Recently, he presented “The Mismeasure of Children's Outcomes In Evaluations of Early Childhood Education Programs” at the American Evaluation Association 2014 Annual Meeting. He has served as a reviewer and Consulting Editor for Child Development and he currently serves as Consulting Editor for the Early Childhood Research Quarterly.
Resnick earned a BA in Psychology, an MSW in Program Evaluation from the University of Toronto, and a PhD in Applied Developmental Psychology from the Eliot-Pearson Institute of Child Study and Human Development, Tufts University.