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Lily Steyer

Lily Steyer is a doctoral candidate in Developmental and Psychological Sciences at the Stanford Graduate School of Education. She received her BA in Human Biology from Stanford University. She is a recipient of the Stanford Data Science Scholars FellowshipGerald J. Lieberman FellowshipStanford Impact Labs PhD FellowshipInstitute of Education Sciences Fellowship in Quantitative Policy Analysis, and Society for Research in Child Development Dissertation Funding Award.

Her research harnesses data science tools to generate insights about structural drivers of racial and socioeconomic inequalities in child development and the role of social policy in advancing equity. Her current work focuses on community-based early childhood interventions to reduce disparities in young children’s health and educational outcomes. Specifically, she is involved in the SPARK Lab’s mixed-method evaluations of two local early childhood programs to promote equitable social-emotional learning and disrupt the preschool-to-prison pipeline.

Lily is graduating in June 2023 and is on the job market.

SPARK Lab Publications:

Steyer, L., Townley-Flores, C., Sulik, M. J., & Obradović, J. (2023). Universal screening of hunger, tiredness, and sickness: Implications for kindergarten readiness and racial/ethnic disparities. Early Education and Development34(3), 742–761.

Sulik, M. J., Townley-Flores, C., Steyer, L., & Obradović, J. (2023). Impacts of two public preschool programs on school readiness in San Francisco. Early Childhood Research Quarterly62, 194–205.

Obradović, J., Steyer, L., & Sulik, M. J. (2023). Toward a more inclusive, contextualized approach to studying executive functions and self-regulation in the context of coping. In E. A. Skinner & M. J. Zimmer-Gembeck (Eds.), The Cambridge Handbook of the Development of Coping (pp. 351–381). Cambridge, UK: Cambridge University Press.

Obradović, J., & Steyer, L. (2022). Direct assessment of elementary school students’  executive functions and motivation in classroom settings. In S. Jones & N. Lesaux (Eds.), Measuring and Assessing Non-Cognitive Skills to Improve Teaching and Learning (pp. 11–39). New York, NY: Guilford Press.