Milagros Nores, Ph.D., is the co-director for research at the National Institute for Early Education Research (NIEER) and concentrates her research on understanding how early childhood interventions can help young kids reach their full developmental potential. She is primarily focused on what occurs in the early developmental years and how and which programs support children’s early developmental trajectories and later on produce long-term effects in educational attainment, income, health and propensity for risky behaviors or crime. Upon noticing the early inequities among children entering schools with already established disadvantages, Nores was inspired to pursue a career in early childhood. She aligns herself with the importance of developing early intervention programs and strong quality practices early on to provide opportunities to children not just in New Jersey but also around the world. She conducts research in Colombia and consults for organizations involved in education projects across Latin American and Asia.

Nores received her Bachelor’s in Economics before earning a Master’s in Educational Policy and a Ph.D. in Education and Economics. Nores was interested in bringing together her interests in economics and social sciences and has focused much of her research on projects assessing early childhood interventions in Colombia and parental-child educational practices for minority children in the U.S. as well as evaluating early childhood programs across New Jersey, West Virginia, Philadelphia, Seattle and Indiana. In addition to co-directing NIEER, she is a mom of four young children, is involved in the Early Childhood Advisory Council for her town and is a Girl Scout Leader.

• Expertise & Research Interest

  Early Childhood development

  Economics of early childhood education and poverty

  International and comparative education

• Honors & Awards

  2023 Member Planning Committee. National Academy of Sciences, Engineering, and Medicine/Board on Children, Youth & Families (NASEM).Workshop Enhancing Public Access to the Results of Research Supported by the Department of Health and Human Services

  2021- Member Advisory Board. Straus Center for Young Children & Families, Bank Street College of Education.

  2021-2023 Member. National Academy of Sciences, Engineering, and Medicine/Board on Children, Youth & Families (NASEM). Study on Exploring the Opportunity Gap for Young Children from Birth to Eight.

  2017-2024 Member Advisory Committee. Young Scholars Program, Foundation for Child Development.

  2016- Global Advisor. Educate Me, RISE Egypt.

  2015, 2016 Scientific Advisor. Grand Challenges Canada/Saving Brains.

  2013- Member. Publication committee. International Journal of Child Care and Education Policy.

• Recent & Selected Publications

  Nores, M., Bernal, R. & Barnett, W.S. (2019) Center-Based Care for Infants and Toddlers: The aeioTU Randomized Trial.  Economics of Education Review.

  Aboud, F.E., Yousafzai, A.K & M. Nores (2018) State of the Science on Implementation Research in Early Child Development and Future Directions. ANNALS of the New York Academy of Sciences.

  Nores, M. & Fernandez, C. (2018) Building Capacity in Health and Education Systems to Deliver Interventions That Strengthen Early Child Development. ANNALS of the New York Academy of Sciences.

  Nores, M., Figueras-Daniel, A., Lopez, M.A. & Bernal, R. (2018) Implementing aeioTU: Quality improvement alongside an efficacy study. Learning while growing. ANNALS of the New York Academy of Sciences.

  Yousafzai, A.K., Aboud, F.E., Nores, M. & Kaur, R. (2018) Reporting Guidelines for Implementation Research on Nurturing Care Interventions Designed to Promote Early Childhood Development. ANNALS of the New York Academy of Sciences.

  Barnett, W. S. & Nores, M. (2017) Costs and Benefits of Early Childhood Education and Care. In Miller, L. Cameron, C., Dalli, C. & Barbour, N. (Eds.) The SAGE Handbook of Early Childhood Policy. Sage.

  Nores, M. & Prayag, R. (2024). Early Childhood Education Effects into Adulthood. In Berends, M., Lamb, S., & Schneider, B. (Eds.). SAGE Handbook of Sociology of Education. Sage: Chapter 14, pp. 221-234.

  National Academies of Sciences, Engineering, and Medicine. (2023). Closing the Opportunity Gap for Young Children. Washington, D.C.: The National Academies Press. https://doi.org/10.17226/26743.

  Nores, M., Maldonado, C., Sanchez, M. J., Escallon, E., & Frede, E. (2023). Paths 2 Play: Teacher’s play facilitation in Colombia. Frontiers in Education, Educational Psychology. https://doi.org/10.3389/feduc.2023.1185698

  Nores, M., Friedman-Krauss, A., & Figueras-Daniel, A. (2021). Activity settings, content, and pedagogical strategies in preschool classrooms: Do these influence the interactions we observe? Early Childhood Research Quarterly, 58, 264-277. https://doi.org/10.1016/j.ecresq.2021.09.011

  Mesa, N., Nores, M., & Vega, H. (2021). Reaching thousands of children in low income communities with high quality ECD services: A journey of perseverance and creativity. Frontiers Public Health, 9, 243-251. https://doi.org/10.3389/fpubh.2021.637031

  Nores, M., Bernal, R., & Barnett, W.S. (2019). Center-Based Care for Infants and Toddlers: The AeioTU Randomized Trial. Economics of Education Review, 72, 30-43. https://doi.org/10.1016/j.econedurev.2019.05.004

  Richter, L., Desmond, C., Behrman, J., Britto, P., Daelmans, B., Gertler, P., Hoddinott, J., Fawzi, W., Fink, G., Lombardi, J., Lopez Boo, F., Lu, C., Lye, S., Nores, M., & Yousafzai, A. (2018). G20 Initiative for Early Childhood Development. Correspondence. The Lancet, 392 (10165), 2695-2696. https://doi.org/10.1016/S0140-6736(18)33058-7

  Aboud, F.E., Yousafzai, A.K., & Nores, M. (2018). State of the Science on Implementation Research in Early Child Development and Future Directions. ANNALS of the New York Academy of Sciences, 1419 (1), 264-271. https://doi.org/10.1111/nyas.13722

  Nores, M. & Fernandez, C. (2018). Building Capacity in Health and Education Systems to Deliver Interventions That Strengthen Early Child Development. ANNALS of the New York Academy of Sciences, 1419 (1), 57-73. https://doi.org/10.1111/nyas.13682

  Nores, M., Figueras-Daniel, A., Lopez, M.A., & Bernal, R. (2018). Implementing AeioTU: Quality improvement alongside an efficacy study. Learning while growing. ANNALS of the New York Academy of Sciences, 1419(1), 201-217. https://doi.org/10.1111/nyas.13662

  Yousafzai, A.K., Aboud, F.E., Nores, M., & Kaur, R. (2018). Reporting Guidelines for Implementation Research on Nurturing Care Interventions Designed to Promote Early Childhood Development. ANNALS of the New York Academy of Sciences, 1419 (1), 26-37. https://doi.org/10.1111/nyas.13648

  Barnett, W.S., Jung, K., Friedman-Krauss, A., Frede, E., Nores, M., Hustedt, J.H., Howes, C., & Daniel-Echols, M. (2018). State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs. AERA Open, 4(2), 1-16. https://doi.org/10.1177/2332858418766291

  Nores, M. & Barnett, W.S. (2010). Benefits of Early Childhood Interventions Across the World: (Under) Investing in the Very Young. Economics of Education Review, 29, 271-282. https://doi.org/10.1016/j.econedurev.2009.09.001

  Nores, M., & Harmeyer, E. (2023). Quality in New Jersey’s Abbott Preschool Program: A closer look across the years. New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/wpcontent/uploads/2023/08/NIEER_Research_Report_AbbottovertheYears_Aug9_2023.pdf

  Nores, M., & Harmeyer, E. (2023). Fact Sheet. Quality in New Jersey’s Abbott Preschool Program: A closer look across the years. New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2023/08/NIEER_Fact_Sheet_Abbottovertheyears_Aug9_2023.pdf

  Bernal, R., Giannola, M., & Nores, M. (alph.) (2023). The Effect of Center-Based Early Education on Disadvantaged Children’s Developmental Trajectories: Experimental Evidence from Colombia. New Brunswick, NJ: National Institute for Early Education Research & Bogotá, Colombia: Universidad de Los Andes. https://hceconomics.uchicago.edu/research/working-paper/effects-project-and-play-based-early-education-program-medium-term

  Nores, M., Friedman-Krauss, A., & Barnett, W. S. (2023). Early Care and Education use among Young Children in New Jersey in 2022. New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2023/05/Brief-No1_May-2023_v5.31.23_Final3pm.pdf

  Nores, M., Harmeyer, E., Connors-Tadros, L., & Li, Z. (2023). The Developmental Status of Young Children in Indiana. New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2023/05/ResearchBrief_ChildStatus_Final_revised-5.24.23.pdf

  Nores, M., Harmeyer, E., Connors-Tadros, L., & Li, Z. (2023). Quality in Early Childhood Care & Education programs in Indiana. New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2023/05/ResearchBrief_Quality_Final.Revised-5.24.23.pdf

  Nores, M., Harmeyer, E., Connors-Tadros, L., & Li, Z. (2023). Executive Summary. Evaluation of Early Childhood Programs and Child Development in Indiana. New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2023/05/NIEER_ExecSummary_EvaluationofECEinIN_May2023-1.pdf

  Nores, M., Harmeyer, E., Connors-Tadros, L., Li, Z., & Contreras, C. (2023). Evaluation of Early Childhood Programs & Child Development in Indiana. Second report. New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2023/05/NIEER-INDIANA-Report2-2023-Final_Revised.-5.23.23.pdf

  Maldonado, C., Nores, M., Sanchez, M.J., Escallon, E., & Frede, E. (2023). Creencias y prácticas relacionadas con el juego en Colombia. Nota de política. Bogotá, Colombia: School of Education, Universidad de los Andes & New Brunswick, NJ: National Institute for Early Education Research.

  Maldonado, C., Nores, M., Sanchez, M.J., Escallon, E., & Frede, E. (2023). Play related beliefs and practices in Colombia: Implications for Policy & Practice. Policy Brief. Bogotá, Colombia: School of Education, Universidad de los Andes & New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2023/03/Paths2Play_PolicyBrief2_Final3.17.23.pdf

  Nores, M., Maldonado, C., Sánchez, J., Escallón, E., & Frede, E. (2023). Paths 2 Play: A study on teacher’s play facilitation in Colombia. Research Brief. Bogotá, Colombia: School of Education, Universidad de los Andes & New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2023/02/Paths2Play_ResearchReport3-v2.21.23.pdf

  Nores, M., Maldonado, C., Sánchez, J., Escallón, E., Frede, E., & Guerrero, K. (2023). Paths to Play Competency (P2P): teachers’ experiences and their professional development. Final report. Bogotá, Colombia: School of Education, Universidad de los Andes & New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2023/02/Paths2Play-Report-v4Jan.2023.pdf

  Weiland, C., McCormick, M., Duer, J., Friedman-Kraus, A., Pralica, M., Xia, A., Nores, M., & Mattera, S. (2022). Mixed-Delivery Public Prekindergarten: Differences in Demographics, Quality, and Children’s Gains in Community-Based versus Public School Programs across Five Large-Scale Systems. EdWorkingPaper No.22-65.1 https://www.edworkingpapers.com/sites/default/files/ai22-651.pdf

  Nores, M. & Harmeyer, E. (2021). The Impact of the Pandemic on Academic Support for Preschoolers: Key Takeaways from a New Jersey District-Level Survey. New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/research-report/the-impact-of-the-pandemic-on-academic-support-for-preschoolers-key-takeaways-from-a-new-jersey-district-level-survey

  Lahr, M., Yao, Y., & Nores, M. (2021). The Total Economic Impact of Philadelphia’s Beverage Tax. New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/wp-content/uploads/2021/09/Policy_Brief_PHILPreK_v6.8.21_5pm_Final.pdf

  Weiland, C., Greenberg, E., Bassok, D., Markowitz, A., Rosada, P.G., Luetmer, G., Abenavoli, R., Gomez, C., Johnson, A., Jones-Harden, B., Maier, M., McCormick, M., Morris, P., Nores, M., Phillips, D., & Snow, C. (2021). Historic crisis, historic opportunity: using evidence to mitigate the effects of the COVID-19 crisis on young children and early care and education programs. Ann Arbor, MI: Education Policy Initiative, University of Michigan. https://edpolicy.umich.edu/files/EPI-UI-Covid%20Synthesis%20Brief%20June%202021.pdf

  Nores, M. (2020). An exploratory study of the use of time diaries to understand young children’s experiences during the pandemic. New Brunswick, NJ: National Institute for Early Education Research. https://nieer.org/research-report/an-exploratory-study-of-the-use-of-time-diaries-to-understand-young-childrens-experiences-during-the-pandemic

  Attanasio, O., Bernal, R., Giannola, M., & Nores, M. (2020). Child Development in the Early Years: Parental Investment and the Changing Dynamics of Different Dimensions. NBER Working Paper No. 27812, Sep. 2020. https://www.nber.org/papers/w27812

  Barnett, W.S., Jung, K., & Nores, M. (2020). Young Children’s Home Learning and Preschool Participation Experiences During the Pandemic. NIEER 2020 Preschool Learning Activities Survey: Technical Report and Selected Findings. New Brunswick, NJ: National Institute for Early Education Research. http://nieer.org/research-report/NIEER-2020-Preschool-Learning-Activities-Survey

  Friedman-Krauss, A., Garver, K., Nores, M., Li, Z., & Whitman, C. (2020). Connecticut Preschool Special Education Needs Assessment. New Brunswick, NJ: National Institute for Early Education Research. https://portal.ct.gov/-/media/SDE/Special-Education/Early/CT-Preschool-Special-Education-Needs-Assessment-Final-Report_042820_v2.pdf

  Nores, M., Barnett, W.S., Jung, K., Joseph, G., & Bachman, L. (2019). Year 4 report: Seattle Preschool Program evaluation. New Brunswick, NJ: National Institute for Early Education Research & Seattle, WA: Cultivate Learning, 66 pp. http://nieer.org/research-report/seattle-pre-k-program-evaluation

  Nores, M., Barnett, W.S., Joseph, G., Stull, S., & Soderberg, J.S. (2018). Year 3 report: Seattle Pre-K program evaluation. New Brunswick, NJ: National Institute for Early Education Research & Seattle, WA: Cultivate Learning. 60 pp. http://nieer.org/research-report/seattle-pre-k-program-evaluation

  Nores, M., Friedman-Krauss, A., & Frede, E. (2018). Opportunities and Policies for Young Dual Language Learners. Preschool Policy Facts, July 2018. New Brunswick, NJ: National Institute for Early Education. http://nieer.org/policy-issue/opportunities-policies-for-young-dual-language-learners

  Burgess, T., Joseph, G.E., Porter, A., Nores, M., Barnett, W.S. (2018). Raising Seattle: A Proposal to Expand Preschool Services. Seattle, WA: Cultivate Learning, University of Washington. https://depts.washington.edu/cqel/wp-content/uploads/2018/04/Raising-Seattle-2018.pdf

  Nores, M., Barnett, W.S., Joseph, G., Stull, S., & Soderberg, J.S. (2017). Year 2 report: Seattle Pre-K program evaluation. New Brunswick, NJ: National Institute for Early Education Research & Seattle, WA: Cultivate Learning. http://nieer.org/research-report/seattle-pre-k-program-evaluation

  Friedman-Krauss, A., Barnett, W.S., & Nores, M. (2016). How Much Can High-Quality Universal Pre-K Reduce Achievement Gaps? Washington, D.C.: Center for American Progress. https://www.americanprogress.org/issues/early-childhood/reports/2016/04/05/132750/how-much-can-high-quality-universal-pre-k-reduce-achievement-gaps/

• Files

  Download Milagros Nores CV