Mary E. Bratsch-Hines

Mary E. Bratsch-Hines
Mary E. Bratsch-Hines
Advanced Research Scientist
Sheryl-Mar North, Room 124
Campus Box 8040
Chapel Hill, NC 27599-8040

Mary Bratsch-Hines, Ph.D., is an Advanced Research Scientist at FPG. Her research interests include literacy professional development for pre-K and elementary teachers, randomized controlled trials (RCTs), child care quality and stability, normative outcomes for children of color, and rural families and schools. Mary has worked for several years on the Family Life Project (FLP), a birth-cohort study of a representative sample of children born in six PA and NC low-wealth rural counties. Using FLP data, Mary has investigated child care instability (e.g., sequential changes, multiple concurrent arrangements). She was recently awarded an R03 from NIH to continue her work in child care instability. Mary also provides statistical assistance for an FLP grant funded by NIH (PI: Vernon-Feagans).

Mary is a project director/co-PI for the Targeted Reading Intervention (TRI), a web-based coaching professional development model for early elementary classroom teachers. TRI is designed to help teachers in low-wealth schools implement individualized reading instruction for struggling readers. Results show significant decoding and comprehension gains. TRI grants include an RCT funded by Institute of Education Sciences (PI: Steve Amendum, Univ. of DE) to examine the efficacy of the TRI for English-language learners, and a study funded by NC Quest (PI: Lynne Vernon-Feagans, UNC) to provide the TRI in Bertie County, NC. She is interested in developing the TRI for pre-K classrooms and promoting sustainability of the TRI within school systems.

Finally, Mary is project director of Early Education in Rural North Carolina, funded by Institute of Education Sciences (PI: Margaret Burchinal, UNC). This study is part of the Early Learning Network (ELN). UNC is one of six partners (MDRC, Ohio State, UVA, UN-Lincoln, and UC-Irvine) conducting in-depth research in a variety of educational settings to identify malleable factors associated with children’s school readiness and achievement as they move from preschool to elementary school.

In her role on these projects, Mary coordinates recruitment; data collection, management, and analysis; and intervention implementation and fidelity. She also actively writes manuscripts and grants.

Areas of Expertise:
Children Living in Poverty
Early Care and Education Programs
Quantitative Methods and Analysis
• PhD, Education, University of North Carolina at Chapel Hill
• MA, Education, University of North Carolina at Chapel Hill
• BA, English, University of North Carolina at Chapel Hill