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Terri J. Sabol’s research focuses on individual environmental factors that lead to healthy child development, with particular emphasis on schools and families. She applies developmental theory, psychological measurement, and advanced quantitative methods to pressing social policy issues affecting low-income children and families. Her research spans key policy areas: (1) assessing and improving early childhood education, and (2) increasing families’ human capital, including parent education and employment. Sabol's broad goal is to generate dynamic theories of change, measure complex social processes, and analyze data using advanced statistical techniques to produce innovative, functional scholarship aimed at improving the lives of children living in economic hardship. Before entering graduate school, she was a first-grade teacher in the Chicago Teach America program. Sabol received her doctorate in applied development science from the University of Virginia and was a postdoctoral fellow at Northwestern University’s Institute for Policy Research. She is currently a faculty associate at the Institute for Policy Research and the director of the Development, Early Education, Policy (DEEP) Lab.
Standard PhD requirements for TGS departments including Chemistry, Physics, and Sociology.