Deborah Lowe Vandell

Professor, Education
School of Education

Ph.D., Boston University

Phone: (949) 824-7840

University of California, Irvine
2050 Education
Mail Code: 5500
Irvine, CA 92697

picture of Deborah Lowe Vandell

P-20 Education; Longitudinal Studies of Development
URLs Curriculum Vitae
Research Web Site
I have longstanding interests in three areas: (1) early child care and education - its effects on children's social, cognitive, and behavioral development and strategies for improving the quality of early care and education, (2) after school programs and activities - their impact on children and youth and strategies for improving the quality of after-school programs, and (3) children's relationships with peers, parents, siblings, teachers, and mentors as developmental and educational contexts. My work typically involves mixed methods, including observations, interviews, and surveys and spans infancy through adolescence.
Publications RECENT BOOKS:

Steinberg, L., Vandell, D. L., & Bornstein, M. (2011). Development: Infancy through adolescence. Belmont CA: Wadsworth Cengage Learning.

Steinberg, L., Bornstein, M., Vandell, D. L., & Rook, K. (2011). Lifespan development. Belmont CA: Wadsworth Cengage Learning.


Early Child Care

Jenkins, J.M., Farkas, G., Duncan, G. J., Burchinal, M. & Vandell, D.L. (in press). Head Start at ages 3 and 4 versus Head Start followed by state pre-k: Which is more effective? Educational Evaluation and Policy Analysis.

Auger, A., Farkas, G., Burchinal, M., Duncan, G. J., & Vandell, D. L. (2014). Preschool center care quality effects on academic achievement: An instrumental variable analysis. Developmental Psychology. 50(12), 2559-2571.

Miller, E., Farkas, G., Vandell, D. L., & Duncan, G. (2014). Do the effects of Head Start vary by parental pre-academic stimulation? Child Development, 85:4, 1385-1400.

Burchinal, M., Vandell, D. L., & Belsky, J. (2013). Is the prediction of adolescent outcomes from early child care moderated by later maternal sensitivity? Results from the NICHD Study of Early Child Care and Youth Development. Developmental Psychology, 49:8, 542-553.

O’Brien, M., Weaver, JM, Burchinal, MR, Clarke-Stewart, KA, & Vandell, D.L. (2013). Women’s Work and Child Care: Perspectives and Prospects. In ET Gershoff, R S Mistry, & Danielle A. Crosby (Eds) Children in Contexts: Social, Media, Economic, and Policy Influences on Development. Oxford University Press.

Li, W., Farkas, G., Duncan, G. J., Burchinal, M. R., & Vandell, D. L. (2013). Timing of high-quality child care and cognitive, language, and preacademic development. Developmental Psychology, 49, 1440-1451. Advance online publication. doi: 10.1037/a0030613

Keys, T. D., Farkas, G., Burchinal, M. R., Duncan, G. J., Vandell, D. L., Li, W., Ruzek, E. A., & Howes C. (2013). Child care quality and school readiness: Quality effects and variation by demographic and child characteristics. Child Development. 84(4), 1171-90. Advance online publication. doi: 10.1111/cdev.12048

Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N., & NICHD Early Child Care Research Network. (2010). Do effects of early child care extend to age 15 years? Child Development, 81, 737–756.

After-School Programs/ Out of School Time

Lee, K.T.H., & Vandell, D. L. (in press). Out-of-school-time and adolescent substance use. Journal of Adolescent Health.

Vandell, D. L., Larson, R., Mahoney, J., & Watts, T. (2015). Organized activities. In R. Lerner (Series Ed.) and M. H. Bornstein & T. Leventhal (Volume Eds.), Handbook of child psychology and developmental science (7th ed.): Vol. 4. Ecological settings and processes in developmental systems. New York: Wiley Interscience.

Lawrence, J. F., Hinga, B. M., Mahoney, J. L., & Vandell, D. L. (2015). Summer activities and vocabulary development: Relationships across middle childhood and adolescence. International Journal of Research on Extended Education. 3:1, 5-18.

Kataoka, S., & Vandell, D. L., (2013). Quality of afterschool activities and relative change in adolescent functioning over two years. Applied Developmental Science, 17(3), 1–12, 2013

Pierce, K. M., Bolt, D. M., & Vandell, D. L. (2010). Specific features of after-school program quality: Associations with children’s functioning in middle childhood. American Journal of Community Psychology, 45, 381-393.

Mahoney, J. L., Vandell, D. L., Simpkins, S., & Zarrett, N. (2009). Adolescent out-of-school activities. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed). New York: Wiley.

Shernoff, D. J., & Vandell, D. L. (2008). Youth engagement and quality of experience in afterschool programs. Afterschool Matters Occasional Papers Series. New York: Robert Bowne Foundation.

Children's Social Relationships

Reich, S. M., & Vandell, D. L. (2011). The interplay between parents and peers as socializing influences in children’s development. In P. Smith & C. Hart (Eds.), Wiley-Blackwell handbook of childhood social development. Oxford, England: Wiley-Blackwell.

*NICHD Early Child Care Research Network. (2009). Family-peer linkages: The mediational role of attentional processes. Social Development. 18, 875-895.

*NICHD Early Child Care Research Network. (2008). Mothers’ and fathers’ support for child autonomy and early school achievement. Developmental Psychology, 44(4), 895-907.

*NICHD Early Child Care Research Network. (2008). Social competence with peers in third grade: Associations with earlier peer experiences in child care. Social Development, 17(3), 419-453.

*Deborah Vandell is a member of the NICHD Early Child Care Research Network and a contributing author to the designated papers. The Network is presenting all research pertaining to its core hypotheses under the corporate banner, rather than individually named authors, in recognition of the collaborative nature of the study.
Grant 2013-2016: P.I., California Department of Education. Statewide Implementation of the California Afterschool Outcome Measures On-Line Toolbox ($3,000,000 direct costs)

2014-2015: P.I. Noyce Foundation & Samueli Foundation. The Power of Discovery: STEM2 2014-15 Evaluation. ($150,000 direct costs)

2013-2014: P.I. Samueli Foundation. The Power of Discovery: STEM2 2014-15 Evaluation 2013-14 ($125,000 direct costs)

2013-2014: P.I., Bechtel Foundation: The Power of Discovery: STEM2 Evaluation Observation Protocol ($63,000 direct costs)

2012-2013: P.I., C. S. Mott Foundation: Effects of Participation in and Quality of Expanded Learning Opportunities during Adolescence on Youth Academic and Social Outcomes ($50,000 direct costs)

2011-2016: Co-P.I., NICHD Program Project Grant. Irvine Network on Interventions in Development ($6,000,000 direct costs)

2011-2016: Co-P.I., NICHD: Child-Policy Fit in Experimental Early Childhood Interventions

2011-2013: P.I., David & Lucile Packard Foundation: Outcome Measures for Summer Learning Programs ($50,000 direct costs)

2010-2011: P.I, W. T. Grant Foundation: Developing Training Materials for the Promising Practices Rating System ($50,000 direct costs)

2009-2011: P.I., Charles Stewart Mott Foundation: Out-of-School Time and Successful Navigation of the High School Years: SECCYD Phase 5. ($125,000 direct costs)

2009-2011: Co-P.I., U.S. Department of Education, IES (G. Farkas, P.I.,): Preschool Program Impacts on School Readiness: Variation by Prior Child Language and Attention Skills, and the Quality of Infant/Toddler Care ($573,262 direct costs)

2009-2011: P.I., Tiger Woods Learning Center Foundation: Raising the Bar: Identifying Strategies to Increase Program Attendance. ($55,785 direct costs)
Link to this profile
Last updated 08/05/2015