Walter S. Gilliam, Ph.D.

Assistant Professor of Child Psychiatry and Psychology
Director, The Edward Zigler Center in Child Development and Social Policy

Research Interests

Dr. Gilliam's research involves early childhood education and intervention policy analysis (specifically how policies translate into effective services), ways to improve the quality of prekindergarten and child care services, and the impact of early childhood education programs on children's school readiness. His scholarly writing addresses early childhood care and education programs, school readiness, and developmental assessment of young children. Dr. Gilliam has led national analyses of state-funded prekindergarten policies and mandates, how prekindergarten programs are being implemented across the range of policy contexts, and the effectiveness of these programs at improving school readiness and educational achievement, as well as experimental and quasi-experimental studies on the effectiveness of various methods to improve early education quality.

Dr. Gilliam directs The Edward Zigler Center in Child Development and Social Policy. Its mission is to create and disseminate research that can be used to inform legislative and other policy efforts on behalf of children and families and to train future generations working at the intersect of research and policy development. Dr. Gilliam actively provides consultation to state and federal decision-makers, and his comments on early education are sought frequently by national and international news reporters.

Additionally, Dr. Gilliam provides clinical supervision in the early childhood section of the Child Study Center (providing developmental evaluations of children birth to 5-years old) and in the Newborn Follow-up Clinic, for premature and low birth weight infants. Dr. Gilliam holds a joint appointment with the Psychology Department at Yale University.

Curriculum Vitae & Links

• NIH Vita [PDF]
• The Edward Zigler Center in Child Development and Social Policy

Recent Publications

• Gilliam, W. S., & Shahar, G. (2006). Prekindergarten expulsion and suspension: Rates and predictors in one state. Infants and Young Children, 19, 228-245.
• Zigler, E., Gilliam, W. S., & Jones, S. M. (2006). A vision for universal preschool education. New York: Cambridge University Press.
• Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center. [PDF]
• Gilliam, W. S., & Marchesseault, C. M. (2005). From capitols to classrooms, policies to practice: State-funded prekindergarten at the classroom level. Part 1: Who’s teaching our youngest students? Teacher education and training, experience, compensation and benefits, and assistant teachers. New Haven, CT: Yale University Child Study Center. [PDF]
• Gilliam, W. S., Meisels, S., & Mayes, L. (2005). Screening and surveillance in early intervention systems. In M. J. Guralnick (Ed.), A Developmental Systems Approach to Early Intervention: National and International Perspectives (pp. 73-98). Baltimore, MD: Paul H. Brookes Publishing.
• Gilliam, W. S., & Ripple, C.H. (2004). What can be learned from state-funded preschool initiatives? A data-based approach to the Head Start devolution debate. In E. Zigler & S.J. Styfco (Eds.), The Head Start debates (pp. 477-497.) Baltimore, MD: Paul H Brookes Publishing.
• Gilliam, W. S., & Leiter, V. (2003). Evaluating early childhood programs: Improving quality and informing policy. Zero to Three, 23(6), 6-13. [PDF]
• Gilliam, W. S., & Zigler, E. F. (2001). A critical meta-analysis of all impact evaluations of state-funded preschool from 1977 to 1998: Implications for policy, service delivery and program evaluation. Early Childhood Research Quarterly, 15, 441-473.
• Gilliam, W. S., Ripple, C. H., Zigler, E. F., & Leiter, V. (2000). Evaluating child and family demonstration initiatives: Lessons from the Comprehensive Child Development Program. Early Childhood Research Quarterly, 15, 41-59.
• Ripple, C. H., Gilliam, W. S., Chanana, N., & Zigler, E. (1999). Will 50 cooks spoil the broth? The debate over entrusting Head Start to the states. American Psychologist, 54, 327-343.
• EVALUATING EARLY CHILDHOOD PROGRAMS: Improving Quality and Informing Policy [PDF]
• From Capitols to classrooms, Policies to Practice: State-Funded Prekindergarten at the Classroom Level [PDF]
• What Can Be Learned From State-Funded Prekindergarten Initiatives? A Data-Based Approach to the Head Start Devolution Debate [PDF]
• Preschool and Child Care Expulsion and Suspension Rates and Predictors in One State [PDF]
• A Critical Meta-analysis of All Evaluations of State-Funded Preschool from 1977 to 1998: Implications for Policy, Service Delivery and Program Evaluation [PDF]
• Prekindergarteners Left Behind: Expulsion Rates in State Prekindergarten Systems [PDF]
• Evaluating Child and Family Demonstration Initiatives: Lessons from the Comprehensive Child Development Program [PDF]
• Screening and Surveillance in Early Intervention Systems [PDF]
• Will Fifty cooks Spoil the Broth? The Debate Over Entrusting Head Start to the States [PDF]

Contact

Campus Address
Child Study Center
230 South Frontage Road
P.O. Box 207900
New Haven, CT 06520-7900

E-mail
walter.gilliam@yale.edu

Office Phone
203-785-3384

Fax
203-785-7926