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 Project

The FPG Equity Research Action Coalition is conducting work focused on two distinct but related research aims. First, it will evaluate the effectiveness of the updated and expanded Florida Reading Corps program. Second, it will ensure that the Florida Reading Corps program operates in a maximally equitable manner for all students, especially for Black and Latine students, multi-lingual learners, and/or students experiencing poverty.

Featured FPG News Story

FPG's National Implementation Research Network, in partnership with Capital City Public Charter School and EL Education, was awarded one of eight grants by the Research Partnership for Professional Learning (RPPL) to enhance the knowledge base of professional learning in equitable math HQIM that supports Black, Latine, Native American, and students experiencing poverty.

Featured Project

Project EXPRESS: EXamining interventions to PRomote Executive function and Social Skills is a five-year study evaluating two treatment programs working with adolescents on the autism spectrum. The two interventions are being implemented by middle school staff in schools in North Carolina and the San Diego area of California.

Current Projects

The purpose of this project, in partnership with ServeMinnesota, will focus on two distinct but related research aims. First, it will evaluate the effectiveness of the updated and expanded Florida Reading Corps program. Second, it will ensure that the Florida Reading Corps program operates in a maximally equitable manner for all students, especially for Black and Latine students, multi-lingual learners, and/or students experiencing poverty.
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.
In collaboration with the University of Florida Lastinger Center for Learning, the UNC Frank Porter Graham Child Development Institute (FPG) will evaluate outcomes related to the Hillsborough Early Learning Network (HELN) professional development program. The HELN Final Report prepared by FPG will include information about educators who participated in HELN cohorts and pathways across six school years (2018-2024).
The K-12 Coherent Instructional Systems portfolio of the Bill & 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 Institute 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.
The Minnesota Department of Education is seeking support for the capacity development of its team in advanced implementation practices. To support the development of implementation capacity, the National Implementation Research Network at the UNC Frank Porter Graham Child Development Institute proposes providing a blended model of implementation practice and implementation research to inform the future development of the Minnesota Department of Educations' implementation science infrastructure.
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).
This study aims to identify unobserved heterogeneity and capture complex patterns of program and classroom characteristics to inform targeted program quality improvement and teacher professional development, and identify program quality features and instructional practices that are beneficial for the Migrant and Seasonal Head Start children’s language and literacy development.
This project will train school staff who support students using pull-out reading instruction and intervention (e.g., “educators” such as reading specialists, paraeducators, instructional facilitators, tutors) to use Targeted Reading Instruction (TRI, formerly called Targeted Reading Intervention) with two adaptations: 1) a digital version of the traditionally “paper and pencil” intervention (“TRI app”) in a 2) high dosage model whereby educators provide daily reading support to multiple K-3 students not yet reading on grade level.
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 University of Montana’s Center for Children is seeking support to develop capacity in best practices of implementation science to support sustainability of their implementation of PAX Good Behavior (PAX GBG) in relevant staff in participating centers, and regional and local education agencies. To support development of internal implementation capacity, the National Implementation Research Network (NIRN) will provide virtual training, coaching, data collection, and consultation supports.