The Oregon School Readiness Research Consortium (OSRRC) started in 2014 through the generous support of The Ford Family Foundation to bring together top researchers across the state to add to the collective knowledge regarding the latest research on topics related to Kindergarten Readiness. OSSRC is a collaboration between Oregon State University, Portland State University, and Oregon Social Learning Center.
Megan McClelland is the Endowed Director of the Hallie Ford Center for Healthy Children and Families and a Katherine E. Smith Professor of Healthy Children and Families in Human Development and Family Sciences at Oregon State University. Her research focuses on optimizing children's development, especially as it relates to children’s self-regulation and school readiness including links between self-regulation and academic achievement from early childhood to adulthood, recent advances in measuring self-regulation, and intervention efforts to improve these skills in young children. She is currently conducting a federally-funded project to develop measures of self-regulation, and a large intervention trial to improve school readiness in young children.
Andrew J. (Andy) Mashburn is a Professor in Applied Developmental Psychology at Portland State University. He received a Ph.D. in Community Psychology from Georgia State University, a MS in Industrial-Organizational Psychology from the Georgia Institute of Technology, and a BS in Psychology and Biology from the University of Alabama. Prior to coming to PSU, he was a Senior Research Scientist and Assistant Director of Research Methods at the Center for Advanced Study of Teaching and Learning at the University of Virginia. The primary goal of Andy's work is to identify, develop, and test new approaches to promote children's school readiness.
Katherine Pears studies a number of early childhood predictors of behavioral and social problems with the goal of developing preventive interventions. Specifically, she is interested in the effects of early adverse circumstances (including maltreatment and poverty) on children’s social and academic development. She has studied the school readiness skills and early school adjustment of high-risk children with a particular focus on self-regulatory skills. Additionally, Dr. Pears has examined longer term indicators of school adjustment in children at risk for poor school outcomes, including how school adjustment is transmitted from one generation to the next. She has translated this research into an intervention to improve the school readiness skills of children at high risk for poor academic and social adjustment: the Kids in Transition to School (KITS) Program. She is the principal investigator on three randomized efficacy trials of the KITS Program including maltreated children in foster care, children with developmental disabilities and co-occurring behavioral or social problems, and children from socioeconomically disadvantaged backgrounds. Additionally, Dr. Pears is co-investigator on a 10-year longitudinal, three generation study examining intergenerational transmission of antisocial behavior and substance abuse in a group of high-risk men and their families.
Beth Green is a Research Professor and the Director of Early Childhood & Family Support Research at the Center for Improvement of Child and Family Services in the School of Social Work, at Portland State University. She is leading the statewide Partnership for Preschool Improvement project, and the Early Learning Division's Kindergarten Readiness Partnership and Innovation Project.
The full list of all members of the OSRRC can be found below