Kyle DeMeo Cook, Ph.D.

Assistant Professor, Department of Education Specialties

• Ph.D., Applied Developmental & Educational Psychology, Boston College
• M.Ed., Educational Research, Measurement & Evaluation, Boston College
• B.A., Human Development, Boston College

Kyle DeMeo Cook, Ph.D. is an Assistant Professor in the Department of Education Specialties, Literacy Program at St. John’s University in New York. She completed her Ph.D. in Applied Developmental and Educational Psychology and M.Ed. in Educational Research, Measurement and Evaluation from Boston College’s Lynch School of Education. Dr. Cook has a decade of experience conducting applied research studies with education practitioners and policymakers at the local, state and national level.

Dr. Cook’s research focuses on the study of policy-relevant early childhood education topics, including universal prekindergarten, school readiness and the transition to kindergarten. She has conducted advanced quantitative, qualitative and mixed methods research studies using local, state and national data. Prior to joining the faculty at St. John’s University she was a Senior Research Associate at Education Development Center where she conducted applied research studies within researcher-practitioner partnerships through a contract from the US. Department of Education’s Institute of Education Sciences. She has extensive experience working in partnership with state agencies, school districts, and other local leaders to design, conduct and disseminate research this is requested and relevant to policymakers and practitioners.

In 2016-2018, Dr. Cook was named a Head Start Graduate Research Scholar by the U.S. Department of Health and Human Services, Administration for Children and Families for her mixed methods dissertation research on coordination efforts between Head Start programs and elementary schools during the transition to school.

Research Interests

Early childhood education, universal prekindergarten, school readiness, transition to kindergarten, connections between early education systems and K-12, researcher-practitioner partnerships.

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