Katie Paschall is a research scientist II in in early childhood development at Child Trends. Her research focuses on understanding how children’s early experiences and environments, including children’s relationships with adults and families’ engagement in children’s early education environments, impact children’s social-emotional skills and readiness for school. Her work also applies advanced quantitative methods, including innovative study designs and data analysis techniques. Katie has extensive experience designing and leading projects that analyze existing data on early care and education and human development, including the Early Childhood Longitudinal Study – Birth Cohort, The Early Head Start Research and Evaluation Project, and the National Survey of Early Care and Education. She is currently co-principal investigator of a grant examining the impact of teacher-child relationships in Head Start on children’s school readiness, using data from the Head Start CARES study. She also conducts translational research, including evaluations of community parent engagement programs and state programs to support for the early care and education workforce, and analyses of relevant national child care policy questions in collaboration with the Office of Planning, Research, and Evaluation. In addition, she is currently co-leading two projects that aim to validate a new measure of school readiness for young children, Healthy and Ready to Learn. She has published in several child development, social work, and family relationship journals and co-authored a book chapter on the primacy of parent-child relationships during early toddlerhood. She has also authored numerous research briefs and blogs highlighting the latest updates to children’s well-being including poverty, use of child care, and readiness for school. Katie is a graduated fellow of the Doris Duke Fellowship for the Promotion of Child Well-Being network and remains active in the fellowship network.