Education Researcher, SRI Education
Anne Partika, PhD, is an education researcher in SRI’s Center for Learning and Development. She is an expert in public early education systems, including Head Start and public pre-k, and in early education supports for multilingual learners from pre-k to elementary school. She also has expertise in quantitative research design and analysis, including experience managing and analyzing longitudinal data.
At SRI, Partika is involved in several studies focused on early childhood education and multilingual learners. She is the analysis lead on the Early Childhood Classroom Observations (ECCO) Study and the Understanding the Role of Classroom Quality in Dual Language Learners’ Bilingual Development in Head Start study, a secondary analysis project funded by the Administration for Children and Families (ACF). She also provides technical assistance to support the data quality of federal collections for the ACF Data Governance Consulting and Support Project.
Before joining SRI, Partika served as the lead quantitative analyst and led a portfolio of work on multilingual learners for the Tulsa School Experiences and Early Development (SEED) study, a longitudinal study of children who attended Head Start or public pre-k in Tulsa, Oklahoma. Across several studies, this work found evidence that teachers’ connections with the linguistic backgrounds of Spanish-speaking students—through supports for the home language, use of Spanish in the classroom and shared experiences of Spanish-English bilingualism—were associated with greater skill development across domains, including English literacy, Spanish, math and self-regulation. Partika has also worked as a research assistant at Child Trends, primarily on state and federal projects focused on early care and education access and quality, and as a teacher of English to speakers of other languages.
Partika earned her PhD in developmental psychology and a Master of Public Policy (MPP) degree from Georgetown University, where she was an ACF Early Care and Education Research Scholar. She received her BA in psychology from the College of Wooster.
- Early Childhood Classroom Observations (ECCO) Study
- ACF Data Governance Consulting and Support Project
- ACF Understanding the Role of Classroom Quality in Dual Language Learners’ Bilingual Development in Head Start Study
- *The intersection of teacher-child language & ethnic match for Hispanic/Latine dual language learners in early elementary school.
- *Exploring the predictors of enrollment and kindergarten entry skills of Spanish-speaking dual language learners in a mixed-delivery system of public preschool.
- *The role of bilingual supports in dual language learners’ language & literacy development: Findings from the Tulsa SEED Study.
- *Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs’ early learning outcomes.
- *Hispanic English language learner families and food insecurity during COVID-19: Risk factors and systems of food support.
- *A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes.
- *Both sides of the screen: Predictors of parents’ and teachers’ depression and food insecurity during COVID-related distance learning.
- *Chaos during the COVID-19 pandemic: Predictors of household chaos among low-income families during a global pandemic.
- *Everyday heroes: The personal and economic stressors of early care and education teachers serving low-income children.
- *Head Start classroom features and language and literacy growth among children with diverse language backgrounds.
- *Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning.
*Publications prior to joining SRI International
For a more extensive list of publications, see Google Scholars