Current Projects

  • This project aims to identify specific linguistic markers of genetic liability to autism which may be used to illuminate the pathogenesis of autism and its component features.
  • 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.
  • 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).
  • The CCHD is an NICHD-T32 funded program for predoctoral and postdoctoral trainees engaged in the advanced study of developmental science. Nearly 50 faculty from UNC-Chapel Hill, UNC-Greensboro, NC State University, and Duke University form a community of mentors for 12-15 trainees across these institutions. Key features of the program include the CCHD seminar series, regular training events, an outstanding team of mentors, and a longstanding track record of training excellent fellows who now serve in institutions around the world.
  • 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.
  • 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.
  • The extent to which and how early education reduces achievement gaps related to race and income have not been studied extensively in rural areas in the United States, despite clear evidence that these achievement gaps are even larger in the rural United States and high-quality early education is one of the most effective means to promote educational success for all children.
  • 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 the 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 determine in-school and out-of-school outcomes for high school students who participated in a cluster (CRCT) of the efficacy of a comprehensive treatment program developed by the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA).
  • 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.
  • This project involves continuing work with Mathematica Policy Research to support their study, Evaluation of Special Education Practices. Tasks include writing a brief on the survey findings and reviewing proposals in response to the RFP for a study that implements programs to address the needs of preschoolers with special needs.
  • Frank Porter Graham Child Development Institute will work in collaboration with the MECK Pre-K leadership and Mecklenburg County Board of County Commissioners to conduct a rigorous evaluation to address the efficiency of the implementation of the MECK Pre-K program and to examine whether the program yields positive impacts on child outcomes over time.
  • Self-regulation failure has been implicated in the development of obesity in children. The current study takes an integrated, biopsychosocial, developmental approach to examining behavioral, biological, and eating regulation as key biobehavioral underpinnings of obesity in rural children.
  • Frank Porter Graham Child Development Institute will provide leadership and professional development for the Department of Public Instruction’s demonstration pre-k and kindergarten classrooms. FirstSchool staff will serve on the steering committee and participate in biannual professional development sessions for demonstration site teachers.
  • The Frank Porter Graham Child Development Institute is partnering with ZERO TO THREE to support the National Center on Early Childhood Development, Teaching, and Learning through four major activities: 1) building implementation science capacity; 2) designing and supporting a performance evaluation; 3) providing cross-sector partnership and leadership with activities conducted by the National Center; and 4) providing content area expertise.
  • This project consists of planning and implementing an evaluation of The Educare Learning Network, a consortium of programs nationwide providing high quality learning environments for at-risk children from birth to 5 years. The evaluation will document the features of Educare and how implementation of the model contributes to program quality and links to child and family outcomes.