Luz Torres is a Quantitative Data Analyst Consultant at ILC. She is a doctoral candidate at the University of Illinois – Chicago. She earned an M.Ed. in Early Childhood Education, as well as an M.A. in Community Psychology. Prior to engaging in research and evaluation, she was an early childhood educator serving Head Start families. Her experiences in the classroom motivated her to examine systemic issues within the early childhood field around equity and access for early childhood professionals pursuing professional licensing and training.
Luz has experience with delivering both intervention and prevention programs for children and families. Luz was responsible for implementing, Sit Down and Play, a primary-care intervention program for low-income families. This program served as an intervention to promote early literacy and positive parent-child interactions. Luz later served as a research data analyst and coordinator for this NIH-funded study, now published in the Maternal and Child Health Journal.
She is currently engaged in several research projects including examining leadership promotion, and teacher preparation programs that focus on increasing diversity and retaining early childhood teachers in the field. She hopes to continue this line of research to investigate how leadership promotion programs can be used as a catalyst for transformative change.
1. Torres, L.M., Camarena, A.E., Martin, A., & Shah, R. (2021) Examining Implementation Outcomes of Sit Down and Play, a Primary Care-Based Intervention, in a Large Urban Primary Care Clinic. Maternal and Child Health Journal. https://doi.org/10.1007/s10995-021-03210-7
2. Zinsser, K.M, Main, C., Torres, L.M., & Connor, K. (2019) Patching the pathway and widening the pipeline: Models for developing a diverse early childhood workforce in Chicago. American Journal of Community Psychology, doi:10.1002/ajcp.12310
3. Zinsser, K.M, Christensen, C. G., & Torres, L.M. (2016) She’s supporting them, who’s supporting her? Preschool center-level social-emotional supports and teacher well-being. Journal of School Psychology. 59, 55-66. http://dx.doi.org/10.1016/j.jsp.2016.09.001