Diane Schilder, EdD, directs studies of early learning policies, initiatives, and programs and provides technical assistance to state education agencies and school districts. Designed to document the interventions that close opportunity gaps for children from low-income families, her work has guided practitioners, expanded the knowledge base, and informed education policy for over 20 years.
The author of dozens of articles, briefs, and technical reports about what works in early learning, Schilder has led research on initiatives to improve early education, including evaluations of state implementation of the federal Race to the Top–Early Learning Challenge grants, as well as state and district implementation of child care, Head Start, and pre-kindergarten partnerships. She currently serves as senior technical assistance specialist for the U.S. Department of Education-funded Center on Enhancing Early Learning Outcomes (CEELO), where she supports state education agencies in implementing evidence-based policies and practices.
Schilder teaches courses on early education and research issues at Lesley University and Salem State College and, over the past two decades, has also provided consultation to universities and school districts on approaches to evaluation of STEM interventions.
Schilder holds an EdD in education administration and policy studies from George Washington University.
“With preschools playing an ever-increasing role in preparing young people for school, it is especially important that all families have access to high-quality, affordable options.”
Schilder, D. (in press). Early care and education accountability. In D. Couchenour & K. Chrisman (Eds.), SAGE encyclopedia of contemporary early childhood education. Sage Publications: Thousand Oaks, CA.
Schilder, D., & Ikura, I. (in press). Quality rating and improvement systems 3.0. Boston, MA: BUILD Initiative.
Schilder, D., & Smith, A. (2015.) Head start/child care partnerships: Program characteristics and classroom quality. Early Childhood Education Journal, 43(2), 109–117.
Schilder, D. (2014). Evidence of effective early literacy models. CEELO FAST facts. New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.
Drawing on a decade of research, EDC analyzed the impact of partnerships among early childhood education programs on the accessibility and quality of services for young children—particularly childr