K-12 Education

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Access to a high-quality K-12 education is critical for the optimal growth and development of every child. Children who attend excellent schools benefit from a range of opportunities designed to develop their intellectual abilities and social skills. The benefits are long-lasting, as educational achievement is linked to higher lifetime earnings and better health. However, there remains a stubborn achievement gap in America's schools due to disparities in funding and teacher training. FPG's work in K-12 education aims to provide educators, public officials, and parents with the resources and tools needed to ensure that a high-quality education is accessible to students from all backgrounds and at all grade levels.

Featured FPG News Story

What does it take to effectively implement a coherent instructional system (CIS) for priority students in middle school mathematics? FPG’s National Implementation Research Network is developing implementation strategies for a middle school math curriculum intended to improve outcomes for under-served students with a new planning grant related to math implementation from the Bill & Melinda Gates Foundation.

Featured Project

The BEE Project (Bilingualism, Education, and Excellence) studies associations between the language of instruction, student engagement, academic-self-concept, approaches to learning, student-teacher relationships, and gains in academic outcomes for students attending Dual Language (DL) educational settings. The project works with 4 NC elementary schools offering Spanish/English DL programming across two school districts.

Featured Publication

Stability of Literacy Profiles of Adolescents With Autism Spectrum Disorder and Associations with Stakeholder Perceptions of Appropriate High School Support Needs,” published in Language, Speech, and Hearing Services in Schools by FPG autism researchers gathers data needed to create systems in secondary schools to support students with varying social, communication, cognitive, and academic ability levels.

Current Projects

The purpose of this study is to examine associations between language of instruction, student engagement, academic-self-concept, approaches to learning, student-teacher relationships, and gains in academic outcomes for students attending dual language educational settings.
This project will support the Foundation in gathering and analyzing implementation and outcomes data for students with disabilities (SWD) served by charter management organization (CMO) grantees and their schools. NIRN will provide input on measures and tools used to gauge measurement and reporting capacity of CMOs and their schools; help design, develop, and deliver technical assistance and associated materials and events to support CMO capacity to provide data; and help design implementation and outcomes studies.
This project will support a cohort of place-based, cross-sector educational collaboratives ("myFutureNC network") across the state to develop model programs that significantly increase the number of students successfully pursuing post-secondary education and entering the workforce. This pilot aligns with the state's goal of having 2 million individuals between the ages of 25 and 44 with a high-quality credential or postsecondary degree by 2030.
The purpose of this project is to support the use of implementation science methods and practices within the technical assistance services provided by the Comprehensive Center Region 7. The NIRN team will support capacity building efforts of the TA providers and the state education agencies being served by the comprehensive center as well as the implementation of cross-state initiatives.
FirstSchool is a Pre-K through third grade approach to improving early elementary school experiences for African American, Latino, and low-income children and their families.
Frank Porter Graham Child Development Institute will provide leadership and professional development for the Department of Public Instruction's demonstration pre-k and kindergarten classrooms. FirstSchool staff will serve on the steering committee and participate in biannual professional development sessions for demonstration site teachers.
As the Geoleads for their Differentiated Assistance Region, Placer and Sacramento County Offices of Education are seeking support for the capacity development of their county office staff in best practices of implementation science to support implementation of improvement strategies within their differentiated system of support for local education agencies (LEAs). To support development of internal implementation capacity, the National Implementation Research Network (NIRN) will provide virtual training, coaching, and consultation supports.
The National Implementation Research Network will provide training, coaching, and consultation supports in the use of implementation science methods and tools from common implementation frameworks utilized in K-12 education to support a cohort of provider-local education agency partnerships focused on implementing coherent instructional systems (CIS) built around high-quality middle-years mathematics curricula in contexts that serve secondary students who are experiencing poverty, Black, Latino, and/or English Learning designated.
This is a collaborative project with Michigan’s MTSS Technical Assistance Center (MiMTSS) to develop blended learning (pairing data captured from eLearning and/or other activities with onsite training) to support Multi-Tiered Systems of Supports (MTSS) within Michigan public school districts.
The mission of the National Implementation Research Network is to contribute to the best practices and science of implementation, organization change, and system reinvention to improve outcomes across the spectrum of human services.
Effective implementation capacity is essential to improving education. The SISEP Center supports education systems in creating implementation capacity for evidence‐based practices benefiting students with disabilities. Project funding is by the Office of Special Education Programs.
This study examines teachers' emotional responses to children's classroom behaviors, focusing on two issues: (1) whether their responses are affected by the race of the child and (2) whether approaches to support teachers in regulating their emotions might reduce the association between teachers' emotions and punitive or negative discipline practices.
The purpose of this project is to evaluate the effectiveness of an early reading professional development program, the Targeted Reading Intervention (TRI), on young English learners' reading achievement.