Anna D. Johnson is an associate professor in the Department of Psychology at Georgetown University and co-director of the Child Development and Social Policy (CDSP) Lab. A hybrid scholar with dual degrees in Developmental Psychology and Public Policy, Johnson’s research sits at the intersection of the two disciplines: she blends the theory and measures of developmental psychology with econometric quantitative methods to ask exploratory and evaluative questions about how public policies can impact vulnerable children's early development.

Johnson’s primary research focus is on the patterns, predictors, qualities, and consequences of publicly-funded early care and education experiences. She has led a series of studies examining access to and features of care purchased using the federal child care subsidy program, impacts of child care subsidy use on the type and quality of early care and education low-income children experience, and impacts of subsidized care on low-income children’s kindergarten readiness.

More recently, Johnson is leading an ongoing seven-year longitudinal study of Tulsa, Oklahoma’s renowned mixed delivery (e.g., Head Start; school-based pre-k) public preschool system: the Tulsa Study of Early Education and Development – Tulsa SEED. With funding from the NIH and multiple foundations, Tulsa SEED is following a cohort of children from age 3 (2016) through 4th grade (2023), collecting comprehensive classroom and teacher data from children’s preschool through elementary education settings, as well as directly assessed, observer reported, and administrative data on children’s cognitive, social, self-regulatory, and health outcomes.

In a parallel line of research, Johnson co-leads studies exploring the predictors and consequences of food insecurity, which disproportionately impacts low-income households with young children and can be ameliorated by public policies such as food assistance and school-based food provision programs.

Across all of her research areas and projects, Johnson maintains a focus on barriers to early education and food access as well as particular strengths of vulnerable subgroups of students and families. These vulnerable subgroups include children who are dual-language learners, children with special needs, and households that face other stressors known to impede access to services and positive developmental outcomes like food insecurity and maternal depression.