This page is optimized for a taller screen. Please rotate your device or increase the size of your browser window.

Amy
Checkoway

Principal Associate/Scientist, Social & Economic Policy

Amy Checkoway is a skilled early care and education (ECE) and K-12 public policy expert, with more than 20 years of experience working on research and evaluation, technical assistance, and strategic advising projects at the state and national levels. Checkoway has led numerous research and technical assistance contracts in partnership with state education and human service agencies, universities, and non-profit organizations in New England. She also plays key roles on federal evaluations and studies for the U.S. Departments of Education and Health and Human Services. Her portfolio of work focuses on ECE and K-12 system-level initiatives, policies, and programs that aim to improve the outcomes of disadvantaged children and families.

Checkoway currently serves as Principal Investigator of the New Hampshire Preschool Development Grant Birth through Five (PDG B-5) program performance evaluation. She’s also co-Principal Investigator of the Early Learning Study at Harvard (ELS@H), and Project Director of the Evaluation of the Massachusetts Early Childhood Support Organization (ESCO) initiative. Additionally, she serves as Project Director on a technical assistance contract to support the implementation of new early education and care program quality supports for the Massachusetts Department of Early Education and Care, and as senior advisor on the national implementation evaluation of the Comprehensive Centers program for the U.S. Department of Education

Checkoway’s previous work includes providing strategic advice and technical assistance for three years to the Massachusetts Department of Early Education and Care on the development and implementation of a new Quality Rating and Improvement System and an enhanced coaching and technical assistance system to support the early educator workforce. She also served as project director and senior advisor on a study of the implementation of Massachusetts’s new statewide Candidate Assessment of Performance (CAP). She identified best practices, tailored guidelines and programmatic supports and developed tools and resources for programs to prepare candidates for the workforce.

Expertise:

  • Early Education
  • K-12 Education
  • Out-of-School Learning
  • Study Design
  • Implementation Research
  • Formative Research
  • Survey Development
  • Qualitative Data Collection and Analysis
  • Large-Scale Data Collection Efforts
  • Literature Reviews
  • Technical Assistance
  • Strategic Advising
  • Project Management
  • Policy and Program Development
  • Communication with Diverse Stakeholders

Key Projects:

  • Technical Assistance for Implementation of High Quality Early Education and Care Support System
  • Massachusetts Early Childhood Support Organization (ECSO) Evaluation
  • National Evaluation of Comprehensive Centers (CC) Program
  • New Hampshire Preschool Development Grant Birth through Five (PDG B-5) Evaluation
  • Early Learning Study at Harvard
  • Rhode Island PDG B-5 Workforce and Family Needs Assessments.
  • Strategic Advising on Massachusetts Early Education Coaching and Technical Assistance and Quality Rating and Improvement Systems 
  • Massachusetts Preschool Expansion Grant Evaluation
  • Massachusetts Partnership for Educator Effectiveness Research
  • Evaluation of Massachusetts Human Capital Initiatives
  • School Turnaround AmeriCorps Evaluation
  • Massachusetts Expanded Learning Time Evaluation
  • Cross-Site Evaluation of Project LAUNCH
  • Evaluation of Child Care Subsidy Strategies, Massachusetts Experiment
  • Evaluation of Breakthrough to Literacy in Head Start Centers
  • Even Start and Title I Preschool Classroom Literacy Environment and Outcomes Study

Publications

  • Lesaux, N.K., Jones, S.M., Hanno, E.C., Gonzalez, K.E., Guzman, R., Goodson, B., Checkoway, A., Nichols, A., Freeman, B., & Ballinger, S. (2018). Brief 2: The Early Learning Study at Harvard: Findings from the Household Survey. Saul Zaentz Early Education Initiative, Harvard Graduate School of Education, Harvard University.
  • Goodson, B. and Checkoway, A. (2018). Massachusetts Preschool Expansion Grant Longitudinal Evaluation: Year 2 Final Report. Prepared for Massachusetts Department of Early Education and Care. Cambridge, MA: Abt Associates.
  • Checkoway, A., Goodson, B., Grindal, T., and Hofer, K. (2016). Massachusetts Preschool Expansion Grant Longitudinal Evaluation: Year 1 Final Report. Prepared for Massachusetts Department of Early Education and Care. Cambridge, MA: Abt Associates.
  • Bagnell Stuart, J., et al. (2015). School Turnaround AmeriCorps National Evaluation: Year 1 Final Report. Prepared for Corporation for National and Community Service. Cambridge, MA: Abt Associates.
  • Checkoway, A., Dadisman, K., Didriksen, H., and Gamse, B.C. (2015). Brockton Public Schools Use of Professional Development to Support Evidence Collection. Issue brief prepared for Massachusetts Department of Elementary and Secondary Education. Cambridge, MA: Abt Associates.
  • Dadisman, K., Didriksen, H., Checkoway, A., and Gamse, B.C. (2015). Lawrence Public Schools Guidance for Developing and Supporting Educator Plans. Issue brief prepared for Massachusetts Department of Elementary and Secondary Education. Cambridge, MA: Abt Associates.
  • Gamse, B.C., and Checkoway, A. (2015). Promising Approaches to the Development and Implementation of District Determined Measures. Issue brief prepared for Massachusetts Department of Elementary and Secondary Education. Cambridge, MA: Abt Associates.
Amy Checkoway