Stephanie Jones is an assistant professor affiliated with the Prevention Science and Practice program. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills. She is a Principal Investigator of a multi-year, 9 wave cluster-randomized, experimental evaluation of the 4Rs Program, a universal school-based intervention designed to integrate social-emotional learning and literacy development, funded by NIMH, the Institute for Education Sciences at the U.S. Department of Education, as well as by the William T. Grant Foundation. She is also involved as Co-Investigator in a number of similar evaluation studies conducted in early childhood educational settings (Chicago School Readiness Project, Foundations of Learning, Head Start CARES). In 2002, she received her doctorate in developmental psychology from Yale University, where she trained with Edward Zigler and Alice Carter. Previously, she had worked as a Research Associate at Columbia University's National Center for Children in Poverty. She was awarded the 2008 Grawemeyer Award in Education for her work with Zigler and Walter Gilliam on A Vision for Universal Preschool Education, published by Cambridge University Press.

Degrees

• Ph.D., Yale University

• School Reform and Beyond: Pre-K to 1st grade, NIH, (2011-2013)
  As one of two PrincipalInvestigators, Raver will oversee the subaward to New York University. Raver's tasks and activities over the course of the study will include collaborating with Jones In the design, sampling and measurement components of the study.This Includes recommendations, review, and rationale for site selection and completion of measurement protocols, review of the design and Implementation of classroom curricular components,instructional strategies, teacher training/workforce development, and the approach to be used for monitoring of Intervention fidelity of Implementation. Raver will participate In monthly (by phone) and quarterly (by teleconference} meetings to review collection, analysis, and write-up of raw data generated In Years 1 and 2 of the project. hi addition, Raver will collaborate on drafting, review, and submission of one or more reports and papers as part of the project's dissemination effort. •
• Pre-K-3rd Implementation and Evaluation Framework Project, W. Clement & Jessie V. Stone Foundation , (2011-2012)
  This 24-month project (July 2010-June 2012 ) will develop a PreK-3rd Implementation and Evaluation Framework. All good evaluation tools are also good planning tools. As such, the Framework will be a useful guide for those engaged in the development, planning, and evaluation of PreK-3rd grade efforts. The research-based Framework will be a significant contribution to the field. It will not only provide a user-friendly and meaningful Framework for understanding the depth, breadth, and quality of PreK-3rd approaches, but will also establish the foundation upon which PreK-3rd grade evaluations can be conceptualized and designed. The Framework will be designed primarily for use by schools and school districts and will be based on the premise that there is no one “right” way to build or evaluate PreK-3rd efforts. The approach to building a PreK-3rd system depends on a school district’s or school’s resources, leadership, population, needs, and strengths. From an implementation perspective, the Framework will help users see the “big picture” of comprehensive and systemic PreK-3rd work. In addition, and perhaps more importantly, the Framework will guide users in understanding how their own PreK-3rd strategies “fit” in the big picture, providing concrete examples of how they can enrich and expand their PreK-3rd efforts.
• Restricted Follow-up Support on the Integrating Early Childhood and Elementary Education, W. Clement & Jessie V. Stone Foundation , (2011-2012)
  Harvard Graduate School of Education (HGSE) sought funding for a third PreK-3rd Institute, the subsequent follow-up work, and evaluation. The goal is to foster the development of successful PreK-3rd initiatives across the United States by bringing a second cohort of PreK-3rd teams for a 2010 Institute and providing follow-up support to participating sites. The specific objectives are to: [1] finalize the recruitment of a new cohort of PreK-3rd teams; [2] design and implement the PreK-3rd Institute; [3] support participating sites in carrying out the action plans; and [4] monitor and evaluate the implementation of the action plan.
• Beyond Barriers: The Relationship between Head Start Parents' Social Capital, Their Involvement, and Children's Preschool Competencies (Dissertation research project for Kelley O'Carroll), Administration for Children and Families, (2010-2012)
  This study extends prior research by examining social capital, parent involvement, and children’s preschool competencies in Puerto Rican, non-Hispanic White, and Latino immigrant families in Head Start (n=250). Data for this project is gathered through parent questionnaires and child preschool competency assessments. Descriptive analyses describes the characteristics of parents’ social capital, and a path model will be tested that posits parent involvement as a mediator of the relationship between social capital and children’s preschool competencies. Findings will inform Head Start strategies to build parent involvement and support children’s school readiness in families of different ethnic backgrounds.
• Testing CSRP's Impact on Low-income Children's Outcomes in 3rd-5th Grade: A 5-year Follow-up, National Institute for Child Health and Human Development, (2009-2014)
  Poverty-related risks may seriously jeopardize low-income children’s opportunities for learning inschool contexts. As many as 23% of low-income children in urban communities such as Chicago exhibithigh levels of behavioral problems prior to school entry, and 24% of children enrolled in Chicago’s publicschools are at academic risk by 3rd grade (Li-Grining, Votruba-Drzal, Bachman, & Chase-Lansdale, 2006;Raver, 2002). Young children appear to be substantially underserved by community mental health services,with less than 1% of children receiving services prior to school entry (Yoshikawa & Knitzer, 1997). A centralaim of the proposed plan of research is to examine the long-term impact of a classroom-based interventiondesigned to address these poverty-related disparities. This proposed plan of research seeks renewal ofsupport for a project initially entitled “Emotions Matter” (renamed the Chicago School Readiness Project, orCSRP). The project was initially funded from 2003-2008 by the Inter-Agency Consortium on SchoolReadiness.
• NCER-SocBeh G2 - SECUR: developing an integrated socioemotional and cognitive regulation intervention, U.S. Department of Education, Institute of Education Sciences, (2009-2012)
  Dr. Jones will collaborate in all facets of the proposed research, including development and implementation. She will be responsible for developing the social and emotional aspects of SECURe and integrating them with the cognitive elements. She will oversee training and assessment for the social and emotional measures of child outcomes.
• Pre-K-3rd Project at the Harvard Graduate School of Education, Foundation for Child Development, (2009-2010)
  The goal of this project is to create a network of school systems that are implementing high-quality Pre-K-3rd programming and generating and disseminating new knowledge, with a goal of creating the foundation for school success during these critical years and reducing social-economic and racial achievement gaps.

• AH-120   Public Policy and Child Development: U.S. and International Perspectives (not offered in 2012-2013)
• AH-670   Doctoral Research Practicum: Using Multiple Methodologies to Explore Changes in Culture and Climate Across School Settings (Spring 2013)
• H-331   Risk and Resilience in Social Contexts from Birth to Young Adulthood: Strategies of Prevention and Intervention (Yearlong 2012 - 2013)
• H-624   Ecological Approaches to Studying Human Development: Classrooms and Other Micro-Contexts in Schools (not offered in 2012-2013)

• Curriculum Vitae (pdf)