William T. Gormley, Jr.

Georgetown University
Georgetown Public Policy Institute

305 Old North
Georgetown University
Washington, D.C.
USA
20057
gormleyw@georgetown.edu |  Visit Personal Website


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Early childhood education policy, issue framing, child advocacy, bureaucratic politics, federalism and intergovernmental relations.

Citation:
Gormley, Jr., William T., Deborah Phillips, and Ted Gayer. 2008. "Preschool Programs Can Boost School Readiness." Science 320:1723-1724.
Abstract: In this paper, we use a regression discontinuity design to estimate the effects of a high-quality pre-K program (in Tulsa, OK) on children's pre-reading, pre-writing, and pre-math test scores.
Citation:
Gormley Jr., William T., Deborah Phillips, Shirley Adelstein, Catherine Shaw. 2010. "Head Start's Comparative Advantage: Myth or Reality." Policy Studies Journal 38:397-418.
Abstract: What are the relative impacts of a strong pre-K program and a strong Head Start program in the same city (Tulsa, Oklahoma) on children's cognitive, social emotional, and health outcomes?
Citation:
Gormley, Jr., William T. 2011. "From Science to Policy in Early Childhood Education." Science 333:978-981.
Abstract: What factors facilitate or undermine the conversion of scientific research into public policy, in the early childhood education field and generally?
Citation:
Gormley, Jr., William T. 2012. Voices for Children: Rhetoric and Public Policy. Washington, D.C.: Brookings Institution Press.

Substantive Focus:
Social Policy

Theoretical Focus:
Policy Analysis and Evaluation

Keywords

EDUCATION CHILDREN SCHOOL READINESS EVALUATION ISSUE FRAMING