Kerry Kriener-Althen

Overview

Kerry Kriener-Althen has more than 30 years of experience leading assessment, evaluation, and research projects that support high-quality early learning experiences for children and their families. Kriener-Althen guides her team in (a) developing teacher-observation assessments of the learning and developmental progress of children from early infancy through early elementary, including for the Desired Results Developmental Profile (DRDP); (b) developing and administering assessments related to the quality of early learning environments and teacher–child relationships, including for the Program for Infant/Toddler Care’s Program Assessment and Reflection System (PITC PARS); and (c) providing technical assistance to support state and local agencies with collecting and using data to evaluate early learning initiatives, including for the IMPACT project.

Prior to joining WestEd, Kriener-Althen contributed to state-level early childhood policy evaluation projects in California, Iowa, Minnesota, and Tennessee.  

Growing up on a small farm in rural Iowa and taking on child care responsibilities at a young age fueled Kriener-Althen’s passion and commitment to advocate for high-quality early learning experiences for all children and support for the child care field. These experiences also informed her dedication to providing data and evaluation results back to clients and communities in ways that are relevant, accessible, responsive, useful, and fun. 

Education

• PhD in family social science, University of Minnesota, St. Paul 
• MS in general graduate studies (social sciences), Iowa State University, Ames 
• BS in child, parent, and community services, Iowa State University, Ames 
  

Select Publications

Kriener-Althen, K. L., López, G. S., Mangione, P. L., Reyes-Rodriguez, B., & Newton, E. K. (2024). PITC PARS Subscale Guides I–V. WestEd. 

Mangione, P. L., Kriener-Althen, K. L., & López, G. S. (2024). Program for Infant/Toddler Care: Program assessment & reflection system: PITC PARS Instrument Guide. WestEd.  

Sussman, J., Melnick, H., Newton, E., Kriener-Althen, K., Draney, K., Mangione, P., & Gochyyev, P. (2022). Preschool quality and child development: How are learning gains related to program ratings? Learning Policy Institute. https://doi.org/10.54300/422.974 

Kriener-Althen, K., Newton, E. M., Draney, K., & Mangione, P. L. (2020). Measuring readiness for kindergarten using the Desired Results Developmental Profile. Early Education and Development, 31(5), 739–763. https://doi.org/10.1080/10409289.2020.1743160 

Chazan-Cohen, R., Zaslow, M., Raikes, H. H., Elicker, J., Paulsell, D., Dean, A., & Kriener-Althen, K. (2017). Working toward a definition of infant/toddler curricula: Intentionally furthering the development of individual children within responsive relationships. Brief prepared for the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. 

Sosinsky, L, Ruprecht, K., Horm, D., Kriener-Althen, K., Vogel, C., & Halle, T. (2016). Including relationship-based care practices in infant-toddler care: Implications for practice and policy. Brief prepared for the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. 

Mangione, P., Kriener-Althen, K., & Marcella, J. (2015). Measuring the multifaceted nature of infant and toddler care quality. Early Education and Development, 27(2), 149–169. https://doi.org/10.1080/10409289.2016.1088314