Projects
Research is at the heart of all we do at the UNC Frank Porter Graham Child Development Institute. As one of the nation's foremost multidisciplinary centers devoted to the study of children from infancy to adolescence, our scientists are committed to conducting research and evaluation studies that improve children's lives, support families, and inform public policy.
Learn more about our projects—current and completed—by clicking on the links below. And to stay up to date on news and events related to our work via social media, visit our Project Digital Directory.
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The current study examines the link between poverty and executive functions (cognitive processes that facilitate learning, self-monitoring, and decision making) which are known to undergo rapid developmental change during the first years of life.
The purpose of this project is to develop an African-centered, culturally responsive practice guide with specific strategies, exemplars, and materials with connected professional learning modules to guide effective implementation. The ultimate and long-term goal is to increase Black children’s social, cognitive, and emotional skills (e.g., racial identity, engagement, learning motivation, regulation), leading to strong academic and social competence and school success.
This project aims to have timely data about a significant policy bill slated to cut poverty by almost half, especially for families with young children. It will examine whether receiving direct payment is disproportionately benefiting Black and Latine families, economically and psychologically (e.g., perception of hardship). And will provide actionable information to ensure that the Black families with young children are protected, promoted, and prioritized in national, state, and local policies and strategies.
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 FPG Autism Team will provide professional development training on the Autism Program Environment Rating Scale (APERS). The training will be for nine participants who are team members or affiliates of the Autism Professional Learning & Universal Supports Project at Illinois State University.
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 as part of the Equity Research Action Coalition is to identify strengths-based programs and policies that support the well-being of Black parents and their infants and toddlers during the pandemic.
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.
The partnership among the California Department of Social Services (CDSS), County Welfare Directors Association (CWDA), Child and Family Policy Institute of California (CFPIC), California Social Work Education Center (CalSWEC), and Regional Training Academies (RTAs) is committed to supporting counties and their leadership in the implementation and sustainability of the California Child Welfare Core Practice Model (CPM).
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 Center for IDEA Early Childhood Data Systems (DaSy Center) provides national leadership and technical assistance to states to support early intervention and early childhood special education state programs in the development or enhancement of coordinated early childhood longitudinal data systems.
This project supports implementation of the Center for IDEA Fiscal Reporting's effort to provide technical assistance in the role of state liaison and/or content specialist to state Part C early intervention lead agencies to help them meet their federal obligation to collect and report special education fiscal data as required by the Individuals with Disabilities Education Act (IDEA).
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.
Data collected by Educare schools and provided to FPG for the Educare Implementation Study are also pertinent to the Mindfulness & Mastery Grant evaluation conducted by the University of Nebraska Medical Center (UNMC). Under data sharing/confidentiality agreements with each of the sites, these data will be shared across projects.
The purpose of this project is to engage with grassroots and grasstops early education partners to identify and conduct a landscape analysis of active North Carolina policies and regulations focused on young children and their families (birth to age 5) with a focus on policies that show effect or promise in mitigating (or exacerbate) racial disparities in early care and education.
The Early Childhood TA Center (ECTA) is funded to support state Early Intervention and Preschool Special Education programs in developing high-quality early intervention and preschool special education service systems, increasing local implementation of evidence-based practices, and enhancing outcomes for young children with disabilities and their families.
This project leverages and builds upon an existing longitudinal cohort to propose hypotheses that investigate the ways in which early life stress alters well-specified developmental processes to adversely affect neurodevelopment in childhood and increase risk for obesity and other health outcomes. It extends our prior data collection both retrospectively and prospectively in order to amplify and enhance our focus on adverse exposures and health and behavior outcomes.
The goal of this project is to conduct follow-up studies of Educare graduates as they enter kindergarten and progress through the early elementary years. A team at Frank Porter Graham Child Development Institute will coordinate and support the Educare local evaluators as they launch new follow-up studies or expand existing follow-up study efforts in 8-12 U.S. cities where there is an Educare school. This 3-year project will gather data on at least 3 years of Educare graduates and, in some sites, data from their parents as well.
The purpose of this project is to conduct a pilot study examining the impact of Family Engagement Specialists' beliefs and attitudes (e.g., bias) on their engagement with families.
The purpose of this project is to examine the relationship between implicit bias, teacher expectations, teacher–child interactions, and child outcomes. There are disparities in child discipline and development that can manifest early for poor and/or minority children and can have lasting consequences.
The Equity Research Action Coalition will co-construct with practitioners and policymakers actionable research to support the optimal development of Black children prenatally through childhood across the African diaspora using a cultural wealth framework. The coalition will focus on developing a science-based action framework to eradicate the impact of racism and poverty and all its consequences on the lives of Black children, families, and communities, and to ensure optimal health, well-being, school readiness and success, and overall excellence.
The goal of this project is to support the development of an interdisciplinary, multi-organizational research action coalition to identify anti-racist, culturally-sustaining, and asset-focused factors that ensure that Black children, their families, and communities thrive. Specific to this project is the development of a national repository/clearinghouse that provides up to date information on actionable research, practice, and policy evidence about what matters and works for Black children.
The purpose of this project is to conduct the year 1 evaluation of the ECIC Child Care Innovation Fund. Guided by a racial equity evaluation framework, the evaluation will determine how this fund influences policy changes to address racial disparities in wages and families' access to affordable, high-quality early care and education. This study will also examine facilitators and barriers to engaging in racial equity systems change.
The purpose of this project is to design and implement a developmental evaluation for an expected 10-year early childhood collective impact project, the Get Ready Guilford Initiative (GRGI). Activities will include gathering information on the organizations, relationships, practices, roles, and competencies involved in the systems work.
The purpose of this project is to understand the early development trajectories in both poor and non-poor young children growing up in rural areas characterized by high poverty. An interdisciplinary team of investigators has been following children from birth with measurement of child, family, and school functioning, observed mother and father sensitivity and language input in the home setting, observed quality of instruction in child care and elementary school, characteristics of the community, and biomarkers of child and maternal stress.
The FPG Autism Team will develop five AFIRM modules based on new evidence-based practices identified by the National Clearinghouse on Autism Evidence & Practice review of the literature.
We are examining psychiatric and health outcomes in a 5-year follow-up of 200 well-characterized, very high-risk, maltreated and non-maltreated children. This is an ideal study in which to examine patterns of stability and change in the regulation of stress-sensitive genes over time.
This study will iteratively develop and test an adapted professional development model to be used with the Advancing Social-communication And Play intervention.
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.
