Prentice Starkey, Ph.D., a professor of human development and education at the University of California, Berkeley, received his 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. He 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. Dr. Starkey has consulted on math readiness goals and guidelines for state education departments and co-authored (with H. Ginsburg and A. Klein) a review of research on mathematical development for the Handbook of Child Psychology. He co-authored (with A. Klein) a curriculum, Pre-K Mathematics, published by Scott Foresman-Addison Wesley, which has been rated as effective by the What Works Clearinghouse. He is Principal Investigator (with A. Klein) on research projects investigating the effectiveness of early childhood mathematics curricula, which have been funded by the Institute of Education Sciences, the National Institutes of Health, and the National Science Foundation, and has served as a grant reviewer for the Head Start Bureau, the National Institute of Child Health and Human Development, the National Science Foundation, and the U.S. Department of Education. 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.