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Education Researcher, Center for Learning and Development
Elisa Garcia, Ph.D., has broad expertise in early childhood education and child development. In particular, her research interests focus on language and literacy development of dual language learners, and the relation between the classroom context and academic and socioemotional outcomes among children from socioeconomically disadvantaged backgrounds.
At SRI, Garcia contributes to several research and evaluation projects. Currently, she is participating in a U.S. Department of Education (ED) Institute of Education Sciences (IES)-funded effectiveness randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving intervention for elementary school students. The purpose of the study is to examine whether the TFGA intervention improves children’s behavioral and academic outcomes. She also contributes to an ED IES-funded project to identify factors associated with positive post-secondary outcomes for English Learners with disabilities through secondary data analyses applying propensity methods with the National Longitudinal Transition Study-2 (NLTS2). Finally, Garcia is participating in the evaluation of the Corporation for Public Broadcasting (CPB) and Public Broadcasting System (PBS)-led Ready to Learn transmedia program to measure the impact on children’s literacy and numeracy skills.
Before joining SRI, Garcia conducted analyses of nationally representative datasets, to examine the early vocabulary development of low-income dual language learners attending Head Start. She has contributed to an evaluation of an early math instruction intervention, and worked with San Francisco Unified School District to help the Early Education Department model and understand early literacy achievement. Garcia also previously worked at the American Institutes for Research, and Institute for Women’s Policy Research.
Garcia earned her Ph.D. in developmental and psychological science from the Stanford Graduate School of Education. She received her B.A. in psychology from Kenyon College.