Tamara Halle conducts research and evaluation studies on children’s early cognitive and social development, early childhood care and education, family and community supports for school readiness, and school characteristics associated with ongoing achievement and positive development. Her recent work focuses on promoting children’s school readiness, the optimal development of dual language learners, and the application of implementation science frameworks to early care and education initiatives. Tamara contributes substantively to research support activities that Child Trends provides to the Office of Planning, Research and Evaluation; she currently leads an OPRE Work Group of early childhood researchers interested in the application of implementation science to their work. Tamara also is currently the principal investigator of a system-wide, longitudinal evaluation of the early childhood program within District of Columbia Public Schools.
Tamara is a member of the Research Team supporting a 10-state consortium, led by the state of North Carolina, that is developing a new, formative child assessment for use at kindergarten entry through third grade. Tamara also is a Research Partner to Delaware’s Office of Early Learning, conducting an implementation evaluation of their new statewide kindergarten readiness assessment. She was also principal investigator for the In the Running for Successful Outcomes project funded by the Assistant Secretary for Planning and Evaluation within the U.S. Department of Health and Human Services that examined the association between thresholds of school readiness skills and cognitive and behavioral outcomes in later schooling. Tamara has contributed to the design and analysis of several large-scale national surveys, including the ECLS-B, ECLS-K, FACES, and the NLSY97. Her analyses of the ECLS-B, ECLS-K, and FACES have resulted in scholarly journal articles and research reports on children’s development in early and middle childhood for the National Center for Education Statistics; the Office of Planning, Research and Evaluation; and the Council of Chief State School Officers.
Tamara served on the Technical Work Group for the Center for Early Care and Education Research–Dual Language Learners (CECER-DLL), leading a paper on the social-emotional development of dual language learners and contributing to a paper on quality measures for dual language learners in early care and education settings. She was a Research Specialist for the National Center on Child Care Professional Development Systems and Workforce Initiatives (PDW Center), where she created tools to assist states in the development of integrated PD systems. She is also a member of the Center for IDEA Early Childhood Data Systems (DaSy Center) Stakeholder Group and the Early Childhood Data Collaborative (ECDC), which has as its mission the support of state-level integrated early childhood data systems.
Tamara earned her undergraduate degree from the University of Maryland (B.S., Psychology) and her master’s and doctorate degrees from the University of Michigan (M.A., Ph.D., Developmental Psychology).