Elizabeth Pungello Bruno, Brady Education Foundation

TITLE: President

FUNDING AREAS: Early childhood education research focusing on low income communities

CONTACT: Visit PeopleFinder for email and phone number (paid subscribers only)

PROFILE: When Dr. Elizabeth Pungello (now Elizabeth Bruno) became president of the Brady Education Foundation in 2001, she realigned its giving strategy, moving from public policy to exclusively dealing in education. Her foundation bio shares: 

Elizabeth Bruno, Ph.D., is the President of the Brady Education Foundation. She is also a Research Associate Professor in the Developmental Psychology Program at the University of North Carolina at Chapel Hill. Prior to shifting her primary professional efforts to the Foundation, Elizabeth was a Scientist at the Frank Porter Graham Child Development Center at the University of North Carolina at Chapel Hill where her main research focus was on early care and education environments and school readiness skills of at-risk children, funded by grants from private foundations (Buffett Early Childhood Fund) and government agencies (e.g., National Institute of Child Health and Human Development). More specifically, her work included the investigation of the long-term outcomes of the Abecedarian Project (an early educational intervention for children at high risk for poor cognitive and academic outcomes); the exploration of the associations among race, income, parenting, childcare quality and language development and school readiness; and the investigation of factors that influence why and how parents search for and select child care. In addition, she led the initial phases FPG Infant-Toddler Initiative and served on the NonBiomedical Institutional Review Board at UNC-CH for over a decade. Dr. Bruno currently serves on the editorial board for the Journal of Marriage and Family and Early Childhood Research Quarterly, the Frank Porter Graham Executive Leadership Board, as well as on a number of other non-profit boards. Elizabeth received her doctorate in Developmental Psychology at the University of North Carolina at Chapel Hill and has published several articles on early education environments, family circumstances, and child outcomes.