Sarah Daily

Sarah Daily

Senior Research Scientist II, Denver, Co

Areas Of Expertise


Education & Certification

Ph.D., Educational Psychology, George Mason University

Sarah Daily, Ph.D., focuses on early childhood research and the role that state public policies and programs play in serving the needs of young children. Dr. Daily’s portfolio of projects focus on quality improvement initiatives and state school readiness practices. She is the principal investigator of the Vermont Quality Rating and Improvement System (QRIS) Evaluation and Validation study and the Colorado Early Childhood Race to the Top Early Learning Challenge Grant Evaluation.

In recent years she has co-led or contributed to QRIS validation and evaluation studies in New Mexico, Iowa, Virginia, and Kentucky. In addition, Dr. Daily was the co-Principal Investigator on the formative evaluation of the Delaware Race to the Top kindergarten readiness assessment, and is co-leading Child Trend’s research contributions to the North Carolina multi-state K-3 Formative Assessment Consortium.  In previous years, she has led Child Trends’ contract with the District of Columbia’s State Early Childhood Development Coordinating Council and oversaw the Early Childhood Education Research contract with the DC Office of the State Superintendent of Education. Dr. Daily is trained in a battery of direct child assessments and the Classroom Assessment Scoring System (CLASS).

She is a part of the early childhood policy team that works to translate research-based best practices to policy audiences with funding from the Alliance for Early Success, and co-authored the Research Base for a Birth through Eight State Policy Framework. Prior to joining Child Trends, Dr. Daily was Program Director of the National Governors Association Center for Best Practices Early Childhood Policy project and led a portfolio of activities designed to support gubernatorial policy agendas for at-risk children ages birth to five. In her doctoral dissertation, Dr. Daily studied young children’s self-regulated learning and supportive teacher-child interactions.