Kyle DeMeo Cook
Clinical Assistant Professor
Dr. Kyle DeMeo Cook is a clinical assistant professor in the early childhood programs at Boston University’s Wheelock College of Education & Human Development. Her research focuses on using quantitative, qualitative, and mixed methods approaches to better understand early childhood policy topics, such as access to early education and childcare, the transition to kindergarten, and collaborations between early education and K–12. She has conducted research in nonprofit and academic settings, and taught at the undergraduate and graduate levels.
Dr. Cook has extensive experience working in partnership with state and local agencies, school districts, early education programs, and other leaders to design, conduct, and disseminate education research that is requested and relevant to policymakers and practitioners. She has been awarded multiple grants and contracts from the federal Department of Health and Human Services, Office of Planning, Research and Evaluation to study Early Head Start services, the transition from Head Start to kindergarten, and collaboration between Head Start programs and K–12. In 2020, she was named an Early Career Scholar for the New York City Early Childhood Research Network. In addition to peer-reviewed journal articles, she produces reports, briefs, blogs, and other products that support dissemination to policymakers and practitioners.
Pronouns: she/her
Recent News
Education
PhD, Applied Developmental & Educational Psychology, Boston College
MEd, Educational Research, Measurement & Evaluation, Boston College
BA, Human Development, Boston College
Selected Publications
Cook, K.D., McQueen, E., Nazaire, O.R., Babrow, D., Zhang, X., Cole, J. & Curenton, S.M. (2025). Centering equity in the planning & implementation of universal preschool: Lessons learned from a county-wide program. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01970-3
Cook, K.D., Ferreira van Leer, K., Gandhi, J. & Kuh, L.P. (2025). What’s missing? A multi-method approach to gaining a fuller understanding of early care and education decision-making. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2024.11.002
Aquino, K. & Cook, K.D., & Bittinger, J. (2025). A national look at shifts in disability self-identification for students enrolled in higher education. AERA Open. https://doi.org/10.1177/23328584251322511
Fisk, E., Lombardi, C., Cook, K.D., & Cohen, R.C. (2025). Early Head Start prenatal services and toddlers’ socioemotional skills: The role of program approach. Early Childhood Educ Journal. https://doi.org/10.1007/s10643-025-01892-0
Cook, K.D., Ferreira van Leer, K., Gandhi, J., Ayala, C. & Kuh, L.P. (2024). Managing disruptions in early care & education: Lessons from COVID-19. Early Childhood Education Journal, 52, 281-292. doi.org/10.1007/s10643-022-01430-2
Williams-Sanchez, V., & Cook, K.D. (2024). The reading builds empathy pilot survey: Picture books and empathy development. Early Childhood Education Journal, 52, 1601-1613. doi.org/10.1007/s10643-023-01574-9
Cook, K.D., Fisk, E., Lombardi, C.M., & Ferreira van Leer, K. (2024). Caring for whole families: Relationships between providers and families during infancy and toddlerhood. Early Childhood Education Journal (ECEJ), 52, 921-933. doi.org/10.1007/s10643-023-01491-x
Cook, K.D., Ehrlich Loewe, S., Kabourek, S., Francis, J., Schaper, A., Thomson, D., Halle, T., & Kauerz, K. (2024). How do combinations of transition activities available to children and families predict successful kindergarten transitions? Early Education and Development, 35(4), 740-765. doi.org/10.1080/10409289.2023.2229715
Lombardi, C.M., Cook, K.D., & Fisk, E. (2023). Family ecological resources and risks: The moderating role of Early Head Start. Early Childhood Research Quarterly, 64, 216-228. doi.org/10.1016/j.ecresq.2023.04.001
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. doi.org/10.1016/j.ecresq.2022.09.002
Cook, K.D., & Catanzaro, B.A. (2023). “Constantly working on my attitude towards statistics!” Education doctoral students’ experiences with and motivations for learning statistics. Innovative Higher Education, 48, 257-284. 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. doi.org/10.1016/j.childyouth.2021.106285
Cook, K.D., & Coley, R. L. (2021). Using multiple methods to describe supports for the transition from Head Start to kindergarten. Early Childhood Education Journal (ECEJ), 49 425-438. 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, 30(8), 1063–1083. Special Issue: Early Care and Education Collaboration. 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. 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, 50, 211–226. 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. 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. 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. DOI: 10.1016/j.ecresq.2015.11.002
Selected Presentations
Cook, K. D., Lucas, K., Robeson, W., Connors, M., Carson, J., & Bravo, L. (2025, July). Collaboratives, networks, consortia, oh my! What does it look like to coordinate research partnerships across different organizations and projects? Workshop presented at the National Network of Education Research Practice Partnerships (NNERP) Annual Forum 2025, St. Louis, MO.
Cook, K. D. (2025, January 29). Policies to support early education access & decision-making. Research on Tap: How Social Policies Shape Our Lives from Birth to Old Age. Boston University: Office of Research. Invited Presenter. https://www.bu.edu/research/2024/12/09/how-social-policies-shape-our-lives/
Guyol, G., Cook, K.D., Lombardi, C. (2024, September). Health Status and Early Head Start Experiences and Outcomes. Paper Presentation. Fenwick Institute Pediatric Health Equity and Policy Research Symposium. September 12, 2024. Boston Children’s Hospital. Boston, MA.
Cook, K.D., & Lombardi, C. (2024, June). Early Head Start educational services: Diverse experiences across children and families. In Paper Symposium. National Research Conference on Early Childhood (NRCEC). June 24, 2024. Arlington, VA.
Cook, K. D., Curenton, S. M., Nazaire, O., Babrow, D., Haas, C., & Moran, S. (2024, April 12). Centering equity in the planning and implementation of universal pre-kindergarten. Paper presented at Understanding the use and impact of public funding in early childhood education, 2024 AERA Annual Meeting, Philadelphia, PA. https://doi.org/10.3102/2097511