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Early Childhood Researcher
Wei-Bing Chen, Ph.D., focuses on early childhood development, school readiness, family support and engagement, and improving outcomes for disadvantaged children. Chen has experience in evaluating a wide range of school- and community-based programs using both quantitative and qualitative methods, in addition to conducting secondary data analysis and basic research.
Her current projects are an evaluation of an early learning and literacy initiative funded by the McKnight Foundation in Minnesota, a feasibility study of using the Pay for Success model to fund preschool quality enhancement in Minnesota, and an evaluation of a newly implemented centralized system of supports for evidence-based home visiting programs in Washington State. Her past projects have included an evaluation of the implementation and effectiveness of two of Minnesota’s Race to the Top-Early Learning Challenge programs, the development of an online guide to reducing preschool suspensions and expulsions, and technical assistance and evaluation services to programs supporting early childhood development in San Mateo County, California.
Chen’s previous work includes developing and implementing a visuospatial fine-motor-skills intervention in an after-school setting, examining the effects of the pre-referral intervention team process on elementary student and teacher outcomes, and evaluating community-based programs supporting kinship caregivers and special-needs adoptive families.
Chen began her career as a paraprofessional in a school for children with severe emotional disturbances in need of intensive residential or day treatment. She received her B.A. in psychology and molecular cell biology from the University of California, Berkeley, and her Ph.D. in educational psychology-applied developmental science from the University of Virginia.