From Healing and Truth to Research and Action: A Conversation with Kate Price About Her New Memoir
September 2025
On September 18, 2025, WCW celebrated the release of This Happened to Me: A Reckoning by Associate Research Scientist Kate Price, Ph.D. Price was joined in conversation by WCW Senior Scholar Jean Kilbourne, Ed.D.
NIOST’s Georgia Hall Advises Carnegie Foundation on R&D Agenda to Transform the American High School
August 2025
Senior Research Scientist Georgia Hall, Ph.D., Director of the National Institute on Out-of-School Time (NIOST), served for two years on the expert workgroup for the R&D agenda, representing the out-of-school time community.
WCW Contributes to Health Advisory on AI and Adolescent Wellbeing
June 2025
Senior Research Scientist Linda Charmaraman, Ph.D., director of the Youth, Media & Wellbeing Research Lab, contributed to the American Psychological Association's health advisory calling for guardrails and education to protect adolescent AI users.
On April 2, 2025, WCW hosted the first Massachusetts Early Childhood Policy Research Summit, a gathering of those who produce and support research and design projects related to the early childhood field in Massachusetts.
Research Points the Way Toward Innovations in Women's Education
March 2025
WCW hosted a virtual parallel event of the 2025 UN Commission on the Status of Women, highlighting the importance of both research and innovation in the education of women and girls around the world.
Is Literacy Enough?, which we co-authored with Catherine Snow and Patton Tabors, we explore the continuities and discontinuities of early literacy skills on adolescent achievement. In this book, we describe the original 83 low-income students who began participating in the Home-School Study of Language and Literacy Development at the age of 3, and we conclude with the outcomes for the 47 participants who continued in the study until they reached young adulthood. When this study began, Dr. Snow, the Principal Investigator, set a groundbreaking path into the importance of language as a foundation of early literacy. Results from this study have influenced conceptual and practical approaches to early reading instruction, helping to set national standards. At the end of the 16-year study many hypotheses were borne out, even as new questions were generated about our most vulnerable children.
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