Kathryn Grogan

Overview

Kathryn Grogan directs the Literacy Research and Evaluation team and supervises a team of researchers focused on helping state education agencies, local education agencies, and other partners inform literacy policy and implementation.

She is currently responsible for leading research and evaluation activities, serving as the Principal Investigator of a multiyear evaluation of the state of Colorado’s READ Act, a statewide initiative to improve outcomes for struggling readers. Other recent projects include evaluating a U.S. Department of Education National Professional Development grant, evaluating of a National Science Foundation Hispanic-Serving Institutions program grant, and leading literacy-centered partnerships and projects in Alaska and Oregon for Regional Educational Laboratory Northwest.

Before joining WestEd, Grogan was a Language and Literacy fellow at Georgia State University and worked for the American Association for the Advancement of Science. As a developmental psychologist and literacy researcher, she is committed to using data and evidence to support language and literacy development.

Education

• 2011 PhD in developmental psychology, Georgia State University
• 2007 MA in psychology, University of North Florida
• 2003 BA in psychology, history, University of the South

Select Publications

Grogan, K., Wijekumar, K., Ottley, J., Gersten, R., & Rice, M. (2024, September 18–21) What’s next for the Science of Reading? An interactive panel [Conference presentation]. SREE 2024 Conference, Baltimore, MD, United States. 

Grogan, K., Nabors, A., Soo Ping Chow, A., Sayers, R., Miskell, R., Wisniewski, R., & DeCesare, D. (2024). Independent evaluation of the Colorado READ Act: Per-pupil funding year 4 summary report. WestEd. 

Grogan, K, Henrich, C. & Malikina, M. (2014) Student engagement in after-school programs, academic skills, and social competence among elementary school students. Child Development Research, 1–9. http://dx.doi.org/10.1155/2014/498506  

Grogan K. (2011). Parents’ choice of pre-kindergarten: The interaction of parent, child, and contextual factors. Early Child Development and Care. 1-23. https://doi.org/10.1080/03004430.2011.608127 

Honors, Awards, and Affiliations

Education Policy Program Fellow, Institute for Education Leadership
Language and Literacy Fellow, Georgia State University
Reviewer, Early Childhood Research Quarterly