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Prentice Starkey

Prentice Starkey has studied children’s early mathematical development for more than 20 years and published in Science, the first paper on the origins of numerical knowledge in infants.

His recent research focuses on socioeconomic and cultural influences on early mathematical development and education.

Starkey serves as Co-Director of the Center for Early Learning in the Science, Technology, Education, & Mathematics (STEM) program at WestEd.

In addition, he is Co-Principal Investigator on research studies investigating the effectiveness of early childhood mathematics curricula. These studies are funded by the U.S. Department of Education, National Institutes of Health, and National Science Foundation

Starkey has served as a grant reviewer for the Head Start Bureau, National Institute of Child Health and Human Development, National Science Foundation, and U.S. Department of Education. He also was a professor of human development and education at the University of California, Berkeley.

Starkey has consulted on math readiness goals and guidelines for state education departments. He co-authored a review of research on mathematical development for the Handbook of Child Psychology; and co-authored a curriculum, Pre-K Mathematics, which has been rated as effective by the What Works Clearinghouse.

He was a member of the Department of Health and Human Services Secretary’s Advisory Committee on Head Start, and is currently a Board member of the Society for Research on Educational Effectiveness.

Starkey received a doctorate in developmental psychology from the University of Texas at Austin, and was a postdoctoral scholar at the University of Pennsylvania and the Medical Research Council’s Cognitive Development Unit in London.