Kyle DeMeo Cook
Research Assistant Professor
Dr. Kyle DeMeo Cook is a research assistant professor affiliated with the Center on the Ecology of Early Development (CEED) at Boston University 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 research methods courses 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 is the project director for the BU CEED–Multnomah County Preschool for All Research & Evaluation partnership. 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., 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
Lombardi, C.M., Cook, K.D., & Fisk, E. (2023). Early experiences of ecological resources and risks: Understanding the moderating role of Early Head Start for children and families. Early Childhood Research Quarterly, 64, 216-228. https://doi.org/10.1016/j.ecresq.2023.04.001
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., Gandhi, J., Ayala, C. & Kuh, L.P. (2022). Managing disruptions in early care & education: Lessons from COVID-19. Early Childhood Education Journal (ECEJ). https://doi.org/10.1007/s10643-022-01430-2
Cook, K.D., & Catanzaro, BA (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
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, MA, 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, US Department of Health and Human Services. https://www.acf.hhs.gov/opre/report/supporting-transitions-migrant-and-seasonal-head-start
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
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: US 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
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. DOI: 10.1016/j.ecresq.2015.11.002
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: US 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: US 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