K-12 Education

Home » Areas of Work » K-12 Education
five middle-school and high-school aged girls walking down sidewalk by school building

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 Publication

Parents play a vital role in their children's education, not only in supporting their learning, but also in supporting their mental health needs. School psychologists are encouraged to empower parents to be active partners in their child’s education, including providing social-emotional supports. FPG researchers examined the frequency and modality of parent engagement in an elementary school mental health intervention, finding that the results suggest a variety of opportunities for parent involvement may lead to enhanced engagement.

Featured Project

There is evidence that racial biases exist in early educators’ appraisals of Black children's behaviors, likely leading to the racial disparities found in teachers' office discipline referrals (ODRs) and student suspensions in elementary school. Postdoctoral Research Associate Kamilah Legette’s project, Teachers' Racialized Behavioral Appraisals: Exploring Emotion Regulation as a Mechanism to Reduce Racial Disparities in Discipline, examines the relationship between race and teachers' emotional responses to children's classroom behaviors.

Featured Publication

For many individuals on the autism spectrum, postsecondary outcomes are poor. This may be due to insufficient academic supports, particularly regarding literacy skills, during high school. FPG autism researchers examined the stability of literacy profiles of adolescents on the autism spectrum and associations with involved parties’ perceptions of appropriate high school support needs and discussed the implications for practice and the role of speech-language pathologists in assessment and intervention.

Current Projects

This replication study seeks to demonstrate the effectiveness of Targeted Reading Instruction (TRI, formerly called Targeted Reading Intervention) in helping grade 1 struggling readers make substantial gains in reading during one school year. It extends prior TRI studies by conducting an independent external evaluation of the TRI, testing long-term impacts for struggling readers into grade 3, and examining teachers’ sustained impacts for three years.
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.
Calhoun ISD is seeking support for the capacity development of their systemic support staff in best practices of implementation science to support implementation of evidence-based practices with their participating 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 K-12 Coherent Instructional Systems portfolio of the Bill and Melinda Gates Foundation’s U.S. Program seeks 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 Black, Latino, and/or English Learning-designated students, and students who are experiencing poverty. As a Learning Partner for the Effective Implementation Cohort (EIC), the National Implementation Research Network (NIRN) at UNC-Chapel Hill's Frank Porter Graham Child Development Intitute seeks to support the cohort of Provider-Local Education Agency partnerships in their implementation and measurement efforts related to their scale-up of high-quality mathematics curricula. In addition, NIRN will collect and analyze data to answer the investment’s learning questions within the cohort-wide learning agenda. NIRN is committed to providing the Bill and Melinda Gates Foundation, the EIC, and the larger education community insight into a definition of effective implementation of CISs that ensures improved outcomes for priority students and a refined theory of action that can be applied to other CIS work and curriculum implementation more broadly.
WA OSPI is seeking support for the capacity development of their state and regional Multi-Tiered Systems of Support (MTSS) staff in best practices of implementation science to support implementation of evidence-based practices with their participating 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 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.
Milton-Union Exempted Village Schools is seeking support for the use of implementation science practices and tools for their district and school improvement efforts in early literacy. To support development of implementation capacity, the National Implementation Research Network (NIRN) will provide virtual and onsite training, coaching, and consultation supports for the district and school leadership and implementation teams.
The purpose of this study is to evaluate two group-based treatments: (1) the Program for Education and Enrichment of Relational Skills (PEERS), which targets social skills, and (2) Unstuck and On Target (UOT), which targets executive function skills. The interventions are two 45-minute sessions per week across 16 weeks and will be implemented by school-based staff in middle schools in North Carolina and Southern California (San Diego area).
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.
Given the importance of basic memory skills for success in school, it is essential that we understand the development of a range of component skills that (1) affect the acquisition of knowledge and strategy use, (2) emerge in the context of the classroom, (3) are transformed over time into the study skills that are needed for progress in school, and (4) are related to measures of academic achievement.
The FPG Autism Team will provide virtual professional development training on the Autism Program Environment Rating Scale (APERS) for nine participants who are team members of Guilford County Schools. Additionally, the team will provide training on the National Professional Development (NPDC) model.