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Kathleen Hebbeler, Ph.D., has more than 30 years of experience in research and evaluation of education, health, and social programs for children and adolescents. She has extensive experience in longitudinal research, having worked on six longitudinal studies. She has directed large-scale projects involving quantitative and qualitative methods. Hebbeler has directed evaluations for federal and state agencies and private foundations. She also has provided technical assistance and conducted training for a variety of different audiences on such topics as evaluation design, data analysis, and using data for program improvement, with a special focus on identification and measurement of child and family outcomes.
Currently, Hebbeler directs the Center for IDEA Early Childhood Data Systems (DaSy), a technical assistance center that works with state early intervention and early childhood state agencies to have and use high-quality data. She also serves as senior staff to the development of a formative assessment for kindergarten to grade 3 based on learning progressions. Previously, she directed the Early Childhood Outcomes (ECO) Center, a 10-year effort to provide national leadership and build the capacity of states to report high-quality data on outcomes for young children with disabilities and their families. Hebbeler was principal investigator for a project examining the validity of a process for summarizing multiple sources of information on child functioning for outcomes measurement. She also directed the National Early Intervention Longitudinal Study (NEILS), which examined services and outcomes for more than 3,300 infants and toddlers with disabilities in early intervention programs around the United States.
Hebbeler has authored numerous papers and presented at many national meetings in the areas of early care and education, child development, early intervention, general and special education, accountability, and community collaboration. She is a nationally recognized expert on accountability for early childhood programs, assessment, and large-scale studies of children with disabilities, serving on national advisory boards and consulting to major evaluations to help create designs that adequately address such issues as oversampling and measurement of disability.
Hebbeler is a recipient of the Division for Early Childhood’s Mary McEvoy Service to the Field Award. SRI awarded Hebbeler the Change the World Achievement Award. As a member of the National Research Council's Committee on Developmental Outcomes and Assessment for Young Children, Hebbeler was a contributing author to the 2008 report, “Early Childhood Assessment: Why, What and How?” She also was a major author of a guidebook for community organizations on conducting evaluations. Hebbeler earned her Ph.D. in human development and family studies from Cornell University.
- IDEA Center for Early Childhood Data Systems (DaSy)
- Early Childhood Technical Assistance System (ECTA)
- Enhanced Assessment Grants Program Kindergarten Entry Assessment
- Early Childhood Outcomes (ECO) Center
- Early Intervention Graduates at Kindergarten: Analyses of Outcomes from the National Early Intervention Longitudinal Study
- ENHANCE: Promoting Quality Child Outcomes Data
- Evaluation of Communities Organizing Resources to Advance Learning (CORAL)
- Evaluation of Community Partnerships for Healthy Children (CPHC)
- Evaluation of the Illinois Early Childhood Block Grant Programs
- IDEA National Assessment Analytic Support
- National Early Intervention Longitudinal Study (NEILS)
- Design of the Pre-Elementary Education Longitudinal Study (PEELS)
- Partnerships with States to Develop Early Childhood Outcome Measurement Systems (Colorado, Florida, Hawaii)
- Saint Paul Early Childhood Scholarship Program Evaluation
- Secondary Analysis of Head Start Data