Peer-Reviewed Journal Articles
Cook, K.D., Ehrlich Loewe, S., Kabourek, S., Francis, J., Schaper, A., Thomson, D., Halle, T., & Kauerz, K. (2023). How do Combinations of Transition Activities Available to Children and Families Predict Successful Kindergarten Transitions? Early Education and Development. https://doi.org/10.1080/10409289.2023.2229715
Cook, K.D., Fisk, E., Lombardi, C.M., & Ferreira van Leer, K. (2023). Caring for Whole Families: Provider-Parent Relationships in Early Head Start. Early Childhood Education Journal (ECEJ). https://doi.org/10.1007/s10643-023-01491-x
Cook, K.D., Ferreira van Leer, K., & Lombardi, C.M. (2023). Exploring predictors and outcomes of
racial/ethnic match between children and providers in Early Head Start. Early Childhood Research Quarterly, 62, 275-286. https://doi.org/10.1016/j.ecresq.2022.09.002
Williams-Sanchez, V., & Cook, K.D. (2023). The Reading Builds Empathy Pilot Survey: Picture books and empathy development. Early Childhood Education Journal (ECEJ). https://doi.org/10.1007/s10643-023-01574-9
Cook, K.D., Ferreira van Leer, K., Gandhi, J., Ayala, C. & Kuh, L.P. (2022). Managing disruptions in early care & education: Lessons from COVID-19. Early Childhood Education Journal (ECEJ). 10.1007/s10643-022-01430-2
Cook, K.D., Ferreira van Leer, K., & Lombardi, C.M. (2022). Exploring predictors and outcomes of racial/ethnic match between children and providers in Early Head Start. Early Childhood Research Quarterly, 62, 275-286. https://doi.org/10.1016/j.ecresq.2022.09.002
Cook, K.D., & Catanzaro, B.A. (2022). “Constantly working on my attitude towards statistics!” Education doctoral students’ experiences with and motivations for learning statistics. Innovative Higher Education. https://doi.org/10.1007/s10755-022-09621-w
Lombardi, C. M., Fisk, E., & Cook, K. D. (2021). Do child care characteristics during toddlerhood explain income-based gaps in reading and math skills at preschool? The role of caregiver reading with children. Children and Youth Services Review, 131, 106285.
https://doi.org/10.1016/j.childyouth.2021.106285
Cook, K. D., & Coley, R. L. (2020). Using Multiple Methods to Describe Supports for the Transition
from Head Start to Kindergarten. Early Childhood Education Journal, 49 425-438. https://doi.org/10.1007/s10643-020-01085-x
Cook, K.D. & Coley, R.L. (2019). Transitioning across systems: Coordination between Head Start and elementary schools to enhance children’s success in kindergarten. Early Education and Development. Special Issue: Early Care and Education Collaboration. https://doi.org/10.1080/10409289.2019.1656318
Cook, K. D., Coley, R. L., & Zimmermann, K. (2019). Who benefits? Head start directors’ views of coordination with elementary schools to support the transition to kindergarten. Children and Youth Services Review, 100, 393-404. https://doi.org/10.1016/j.childyouth.2019.03.021
Cook, K.D., Dearing, E., & Zachrisson, H.D. (2018). Is parent-teacher cooperation in the first year of school associated with children’s academic and behavioral functioning? International Journal of Early Childhood. https://doi.org/10.1007/s13158-018-0222-z
Cook, K. D., & Coley, R. L. (2017). The use of school transition practices and children’s social adjustment and academic outcomes in kindergarten. Journal of Educational Psychology, 109(2), 166-177. http://dx.doi.org/10.1037/edu0000139
Cook, K. D., Dearing, E., & Zachrisson, H. D. (2017). Information sharing between teachers and early education programs during school entry in Norway: Associations with children’s school adjustment and success in the first year. International Journal of Child Care and Education Policy, 11(1), 14. https://doi.org/10.1186/s40723-017-0039-5
Coley, R. L., Votruba-Drzal, E., Collins, M. & Cook, K. D (2016). Comparing public, private, and informal preschool programs in a national sample of low-income children. Early Childhood Research Quarterly, 36, 91-105. https://doi.org/10.1016/j.ecresq.2015.11.002
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Federally-Funded Reports
Ehrlich Loewe, S. B., Barrows, M. R., Cook, K. D., Gordon, M. F., Halle, T., Kaurez, K., Hafford, C., Lin, V. K., Darling, K. (2023). Head Start to Kindergarten: It Takes Two (Systems). A Synthesis of Findings from the HS2K Study, OPRE Report # 2023-244, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, December 2023. https://www.acf.hhs.gov/opre/toolkit/head-start-kindergarten-it-takes-two-systems
Gordon, M. F., Hafford, C., Barrows, M.R., Ehrlich Loewe, S.B., Cook, K.D., Gutwein, M., Carrazza, C., Feldman, R.C., Halle, T.G., & Kauerz, K. (2023). Understanding Cross-System Transitions from Head Start to Kindergarten: A Comparative Cross Case Study of Head Start and K-12 Partnerships, OPRE Report # 2023-248, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre/report/understanding-cross-system-transitions-head-start-kindergarten-comparative-cross-case
Barrows, M. R., Gordon, M. F., Hafford, C., Ehrlich Loewe, S. B., Cook, K. D. (2023). Systems-Level
Strategies to Facilitate Kindergarten Transitions: Key Study Findings and Examples from Case Studies of Head Start & K-12 Partnerships, OPRE Report # 2023-233, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre/report/systems-level-strategies-facilitate-kindergarten-transitions-key-study-findings-and
Ehrlich Loewe, S.B., Cook, K.D., Francis, J., Kabourek, S., Halle, T., & Barrows, M. (2022). Studying combinations of kindergarten transition activities available to children and families, OPRE Report #2022-269, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre/report/studying-combinations-kindergarten-transition-activities-available-children-and
Cook, K.D., Barrows, M.R., Ehrlich Loewe, S., Lin, V-K, & du Toit, N. (2022). Facilitating Kindergarten Transitions: The Role of Memoranda of Understanding (MOUs) between Head Start and Local Education Agencies, OPRE Report # 2022-235, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre/report/facilitating-kindergarten-transitions-role-memoranda-understanding-mous-between-head
Ehrlich Loewe, S. B., Kabourek, S., Schaper, A., Cook, K.D., Padilla, C., Barrows, M.A., Amadon, S., Halle, T., Kauerz, K., Carrazza, C., Streett, G., Her, S., & Venkataraman, L. (2022). Design Options for a Head Start to Kindergarten Transitions Descriptive Study, OPRE Report [2022-203], Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre/report/design-options-head-start-kindergarten-transitions-descriptive-study
Lin, V., Alvira-Hammond, M., Cook, K. D., Ehrlich Loewe, S. B., Halle, T. Barrows, M. R., du Toit, N. (2022). Supporting Transitions in Migrant and Seasonal Head Start, OPRE Report # 2022-229, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre/report/supporting-transitions-migrant-and-seasonal-head-start
Ehrlich, S. B., Cook, K. D., Thomson, D., Kauerz, K., Barrows, M., Halle, T., Gordon, M., Soli, M., Schaper, A., Her, S., & Guerra, G. (2021). Understanding cross-systems transitions from Head Start to kindergarten: A review of the knowledge base and a theory of change, OPRE Report # 2021-128, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre/report/understanding-cross-systems-transitions-head-start-kindergarten-review-knowledge-base
Cook, K. D., Irwin, C.W., & Gallo, A. (2020). Enrollment in universal prekindergarten in Vermont in 2016/17 (REL 2019). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs
Shields, K. A., Cook, K. D., & Greller, S. (2016). Kindergarten entry assessments in public
schools: How they are used and their correlation with spring kindergarten student assessment scores. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Regional Educational Laboratory Northeast & Islands. Retrieved from http://ies.ed.gov/ncee/edlabs
Irwin, C. W., O’Dwyer, L., & Cook, K.D. (2014). Early childhood educator and
administrator surveys on the use of assessments and standards in early childhood settings. (REL 2014- 019). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved from http://ies.ed.gov/ncee/edlabs
Shakman, K., Riordan, J, Sánchez, M.T., Cook, K.D, Fournier, R., and Brett, J. (2012). An examination of performance-based teacher evaluation systems in five states. (Issues & Answers Report, REL 2012–No. 129). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs
Blog Posts
Thomson, D., Halle, T., Ehrlich, S., Cook, K.D., Kauerz, K. & Barrows, M. (2022, August 18). Children’s Transitions to Kindergarten May Benefit from Effective Coordination Across Early Childhood and K-12 Systems. Child Trends Blog. https://www.childtrends.org/blog/childrens-transitions-to-kindergarten-may-benefit-from-effective-coordination-across-early-childhood-and-k-12-systems
Cook, K.D. & George-Puskar, A. (2021, August 11). Getting Ready for Back to School Transitions! Ideas for Teachers to Connect with Families. New York Early Childhood Professional Development Institute Blog, City University of New York (CUNY). https://earlychildhoodny.org/blog/getting-ready-for-back-to-school-transitions-ideas-for-teachers-to-connect-with-families/
Cook, K.D. (2020, August 5). Supporting Families During School Transitions: A Parent and Research Perspective. New York Early Childhood Professional Development Institute Blog, City University of New York (CUNY). https://earlychildhoodny.org/blog/supporting-families-during-school-transitions-a-parent-and-research-perspective/
Cook, K.D., & Shakman, K. (2018, June 1). Four Questions to Ask About Your Data: An Example from a Data Coaching Project with Boston Public Schools. US Department of Education, Institute for Education Sciences (IES) Regional Educational Laboratory Blog. https://ies.ed.gov/ncee/edlabs/regions/northeast/Blog/Post/8