Our Staff

Linda M. Warren, Ph.D.

Founder and President of ECA, Inc. & the Warren Institute

Linda Warren is an early childhood researcher and consultant with more than 25 years of experience in evaluation, strategic planning, systems building, and quality improvement. She has led large-scale and longitudinal evaluations for state and local agencies, including Maine’s Preschool Expansion Grant and Preschool Development Grant work, and directed the development of Connecticut’s Technical Assistance and Quality Assurance framework. Her work also includes universal pre-K planning, early childhood special education, workforce development, and B–3 alignment. Linda is an experienced facilitator who works with diverse stakeholders to translate research and data into practical strategies for improving systems serving children and families. She holds a Ph.D. in Education from the University of Alabama.

Lisa Sullivan, B.A., Business Administration

Nicole O’Dea, Ph.D.

Nicole O’Dea, Ph.D., is an Applied Developmental Psychologist and Senior Research Associate with experience in needs assessment, program evaluation, quality improvement, and implementation research across birth-to-five systems. At ECA, she supports state and local evaluation and systems-improvement initiatives, including Maine’s Preschool Development Grant evaluation and Massachusetts community needs assessments. Her research has also focused on family engagement, home visiting, Head Start and Early Head Start, racial equity, and supports for children and families experiencing adversity. Nicole holds a Ph.D. in Developmental Psychology from Clark University, an M.A. in Human Development and Family Science from the University of Connecticut, and a B.A. from Hofstra University.

Kathleen Miksis, M.Ed.

Kathleen Miksis, M.Ed., is a Senior Research Analyst with experience in early childhood evaluation, needs assessment, strategic planning, and implementation support. At ECA, she works with state and local partners to develop data-collection plans, conduct surveys, interviews, focus groups and observations, analyze quantitative and qualitative data, and translate findings into reports, presentations, and implementation plans. Her recent work includes Massachusetts CPPI needs assessments and strategic planning, Maine’s Preschool Development Grant evaluation, and evaluation of early childhood special education and inclusive practices. Kathleen holds an M.Ed. from Marymount University and a B.S. in Civil Engineering from the University of Massachusetts Dartmouth.

Kim Davenport brings more than 25 years of experience in early education, higher education, and non-profit management. She has vast management and leadership experience, as well as content development expertise in early education. Kim’s consulting work includes strategic and action planning, grant writing, evaluation reporting, report writing, and coaching and professional development. She works with state and local non-profits, K-12 districts, and institutes of higher education. She supported the design of NH PDG Birth to 5 Strategic Plan; policy paper development for Strategies for Children; and vision, design, and implementation of Full Day Kindergarten in Needham Public Schools. She developed an ECE workforce degree for Fitchburg State University which included the design of 8 new courses for the university. She also holds adjunct faculty positions Fitchburg State University (Graduate Degree Special Education Programs), Worcester State University, and Quinsigamond Community College where she specializes in courses on leadership, collaboration, and communication. She serves as Managing Director of Birth to 3rd Grade Alignment at Edward Street Child Services in Worcester. In this role she is leading city-wide cross-sector partnerships and alignment efforts for educators, community organizations, and leaders. she is a member of the EC/OST Advisory Taskforce convened by DESE/EEC to develop targeted supplemental guidance for early learning programs and school districts related to COVID-19 health & safety practices, developmentally appropriate practice, and family engagement.