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

An Effectiveness Replication of Targeted Reading Instruction: Investigating Long-Term Student and Teacher Impacts seeks to demonstrate the effectiveness of Targeted Reading Instruction (TRI) 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.

Featured Person

Heather Aiken, PhD, is the intervention director for the Targeted Reading Instruction at FPG. Prior to this role she spent three years as a TRI literacy coach while completing her PhD in Teacher Education and Curriculum at UNC-Chapel Hill. Her research interests center on early literacy assessment, elementary literacy instruction, and elementary education teacher preparation programs. She spent more than 15 years teaching at the elementary level here in the U.S. and abroad.

Featured Project

The BEE Project: Bilingualism, Education, and Excellence examines 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 (DL) educational settings. It examines whether language of instruction predicts gains in students’ academic outcomes in English and in Spanish, and whether these associations vary by student proficiency in each language.

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 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.
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.
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 Pennsylvania Training and Technical Assistance Network (PATTN) EITA 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 early childhood providers. To support development of internal implementation capacity, the National Implementation Research Network proposes providing virtual training, coaching, and consultation supports.
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.
This collaborative project with Michigan’s MTSS Technical Assistance Center (MiMTSS) aims 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 Systems.
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.
In collaboration with the Lastinger Center, FPG proposes to evaluate the effects of a literacy matrix (LM) for the 2020-2021 and 2021-2022 academic years. This project will evaluate educator data as measured by metrics collected as part of the Flamingo LMS. In addition, should student data be made available, these data will be examined to determine student growth following educators' completion of the LM.