- Teresa Sommer
TERESA ECKRICH SOMMER is a research scientist at the Institute for Policy Research, Northwestern University. Her work focuses on the intersection of policy and practice for economically disadvantaged families and their children. She specializes in how social and educational institutions influence the life course of families, especially through investments in human and social capital (including basic life skills, education, and social networks). Her current research focuses on dual-generation educational investments for parents and children.
- P. Lindsay Chase-Lansdale
P. LINDSAY CHASE-LANSDALE is a professor of human development and social policy in the School of Education and Social Policy and director, Cells to Society (C2S): The Center on Social Disparities and Health at the Institute for Policy Research, Northwestern University. She specializes in multidisciplinary, policy-relevant research on social issues and how they affect families and the development of children, youth, and families. Much of her work addresses children’s social and educational outcomes in the context of family economic hardship. Specific topics include early childhood education, postsecondary education, immigration, welfare reform, maternal employment, marriage and cohabitation, and parent–child relationships. She has coedited three books and has authored more than 80 publications.
- Jeanne Brooks-Gunn
Teachers College and the College of Physicians and Surgeons at Columbia University
National Center for Children and Families
JEANNE BROOKS-GUNN is the Virginia and Leonard Marx Professor of Child Development and Education at Teachers College and the College of Physicians and Surgeons at Columbia University, and she directs the National Center for Children and Families (www.policyforchildren.org). She is interested in factors that contribute to both positive and negative outcomes across childhood, adolescence, and adulthood, with a particular focus on key social and biological transitions over the life course. She designs and evaluates intervention programs for children and parents (Early Head Start, Infant Health and Development Program, Head Start Quality Program). Other large-scale longitudinal studies include the Fragile Families and Child Well-Being Study and the Project on Human Development in Chicago Neighborhoods (co-PI of both). She is the author of four books and more than 350 publications.
- Margo Gardner
Teachers College, Columbia University
MARGO GARDNER is a research scientist at the National Center for Children and Families at Teachers College, Columbia University. Currently, her research focuses on exploring the interactive contributions of families, institutions, and neighborhoods to adolescent and young adult development. Recent publications include a study identifying neighborhood-level moderation of the link between parental affect and adolescents’ sexual behavior (Gardner, Martin, & Brooks-Gunn, 2011, Exploring the Link Between Caregiver Affect and Adolescent Sexual Behavior: Does Neighborhood Disadvantage Matter? doi:10.1111/j.1532-7795.2011.00752.x), and a study documenting neighborhood-level moderation of the paths from parents’ poor social support and parental depression to child maltreatment (Martin, Gardner, & Brooks-Gunn, 2011, The Mediated and Moderated Effects of Family Support on Child Maltreatment, doi:10.1177/0192513X11431683).
- Diana Rauner
Ounce of Prevention Fund
DIANA MENDLEY RAUNER is president of the Ounce of Prevention Fund, a public-private partnership serving at-risk children and their families from birth to age 5. Her research interests include early childhood development, school readiness, economic benefits of early childhood investments, closing the academic achievement gap for at-risk children, and engaging parents of low-income children.
- Karen Freel
Ounce of Prevention Fund
KAREN FREEL is vice president of research & evaluation at the Ounce of Prevention Fund. Her research interests include early childhood development (language, cognitive and social-emotional), program innovations and interventions for low-income, at-risk children from birth to age 5, program evaluation, and policy implications of research and evaluation in early childhood and parenting (parent–child interactions, parenting programs, and interventions).