For almost six decades, the UNC Frank Porter Graham Child Development Institute (FPG) has produced groundbreaking work that has shaped—and continues to shape—how the nation cares for and educates children. This work includes seminal projects that established evidence for the value of high-quality early care and education. With this in mind, the North Carolina Department of Health and Human Services Division of Child Development and Early Education (DCDEE) partnered with several researchers at FPG to develop a research-policy collaboration that would provide DCDEE with expertise in research and analysis related to short- and long-term policy questions focused on young children’s education and development. The FPG team included Sandra Soliday Hong, PhD, Noreen Yazejian, PhD, Gisele Crawford, MAA, Kylie Garber, PhD, Lindsay Gomes, PhD, and Ron Seifer, PhD.

The FPG-DCDEE policy and practice research collaboration aims to advance the following goals:

1. Improve evidence-based decision-making at the state level while centering the needs of children and families in decisions.
2. Increase public understanding of the early childhood system in NC, and best practices in support of early childhood education and development in the classroom and at home.
3. Forecast and influence areas of policy focus for advocates and public policy leaders, including elected officials.
4. Build a consistent framework and structure for research/higher education collaboration.

"We were glad for the chance to work with our partners at DCDEE on this effort," said Soliday-Hong, "This collaboration between DCDEE and FPG is a great example of how state agencies and universities can team up to share timely, meaningful research that really makes a difference. These briefs offer important insights into NC Pre-K and the broader early childhood landscape, helping to make sure decisions are rooted in evidence and reflect the real needs of children, families, and educators. By connecting research and practice, we're not just learning more—we’re helping shape a stronger future for early childhood education in North Carolina."

"We hope to continue building on this work with DCDEE—other states should consider partnerships like this to help bring research and policy closer together for the benefit of young children and their communities," said Soliday-Hong.

This collaboration has produced research critical to understanding the contributing factors at play in North Carolina’s early childhood care and education landscape:

A Brief History of Early Care and Education in North Carolina and a Close-Up Look at the Workforce

North Carolina has long been viewed as a pioneering leader in developing, coordinating, and improving high-quality early care and education programming to support positive outcomes for children. This brief provides an overview of the innovative actions undertaken by NC leaders over the past three decades to improve the preparation and support of the workforce, along with current actions, existing gaps, and future opportunities.

North Carolina’s Definition of Whole Child School-Readiness

State education agencies in North Carolina have embraced a whole child approach to school readiness for more than two decades, crafting policies, guidance documents, learning standards, professional development, and assessment approaches that address a broad array of developmental domains in early childhood, recognize the role of thriving families and communities in children’s school success, and emphasize the responsibility of schools to be ready to help each child reach their full potential.

Funding Sources for Early Care and Education in North Carolina

This brief report provides a picture of the early childhood education (ECE) funding landscape at the national level, which shapes how systems are implemented in North Carolina. Funding streams that support the NC ECE system vary by source and in the way they are administered, creating a complex patchwork of funding, programs, goals, and requirements.

Early Literacy Development: Birth to Age Five

This brief provides context about North Carolina’s literacy approach; summarizes the developmental trajectory of pre-reading skills from birth through age 5 and highlights age-aligned evidence-based practices to support the development of these skills that build upon guidance provided in the NC Foundations for Early Learning and Development (FELDS)5 updated last in 2013; provides practice recommendations, including a focus on dual language learners and children with disabilities; and presents policy recommendations so that all children can be adequately prepared to learn to read once they enter elementary school.

"We hope to continue building on this work with DCDEE—other states should consider partnerships like this to help bring research and policy closer together for the benefit of young children and their communities," said Soliday-Hong.