K-12 Education

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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 Project

Researchers at FPG are evaluating the effectiveness of Targeted Reading Instruction (TRI), a professional development program designed to help teachers in kindergarten and first grade use a diagnostic reading instruction approach to implement individualized instruction for children who are struggling with learning how to read.

Featured Person

Advanced research scientist Mary Bratsch-Hines, PhD, studies language and literacy development, professional development for pre-K and elementary teachers, effective classroom practices, child care quality, normative outcomes for children of color, and rural families and schools. She is co-principal investigator for Targeted Reading Instruction (TRI), a web-based coaching program for early elementary teachers.

Featured Resource

"Seven Students, One Voice: See Us, Understand Us, Teach Us, Challenge Us" is a powerful compilation of the first-person accounts of seven high school students who eloquently share what it's like to be a gifted student of color and, in many cases, low-income as well. Their journeys are composed of determination, hard work, and sheer luck.

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.
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.
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.
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.