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.
Displaying 91 - 120 of 269
This project is a collaboration between FPG and Urban Institute to evaluate Head Start’s Designation Renewal System (DRS) and examine its role in improving quality in Head Start and Early Head Start. We will examine the sensitivity of the DRS in differentiating lower performing programs from higher performing programs and determine whether the DRS might affect program quality through re-competition.
The purpose of this project is to evaluate the policies, processes, and implementation of the Mississippi Child Care Quality Stars program. This project involves collection of focus group data from parents and providers, as well as review of policies and criteria for Mississippi’s quality rating improvement system. The research questions guiding this project will help Mississippi increase the number of child care programs that provide quality care and early learning experiences for children and families.
This project provided a statewide evaluation of NC's More at Four Prekindergarten Program. The research questions included information about who is served by the program, the quality and characteristics of services, and the outcomes for children.
This project is designed to provide a statewide evaluation of the NC Pre-K Program. The primary research questions addressed include who is served by the NC Pre-K Program, what are the characteristics and quality of services provided, and what are the outcomes for children attending the program. Data are gathered from multiple sources including classroom observations, teacher surveys, child assessments, and monthly program reports.
This project will provide evaluation support for the Wake County SEFEL coaching project. Project staff, who have experience and training in both early childhood programs and multiple methods of evaluation, will work with key WCPSS staff and stakeholders to develop and implement an evaluation plan for the coaching project.
Building on the success of the first QRIS National Learning Network–Learning Table, we will use a similar process to support states in addressing cultural, linguistic, and ability diversity within the context of QRIS. Needs assessment data from the QRIS National Learning Network survey will inform the selection of states and the content of the series. The project methodology will utilize transactional approaches and incorporate an emphasis on both knowledge acquisition and knowledge application.
This study will examine the association between vocabulary and Executive Function (EF) for children without exposure to typical language by assessing early language and later EF in deaf preschool children with recent cochlear implants. It will address the question of whether children's early vocabulary acts as a precursor to EF when children do not have the ability to hear verbal language.
This grant focuses on three studies in the area of family adaptation to fragile X syndrome: 1) Maternal Responsivity and the Development of Children with FXS; 2) Adaptations of Families of Adolescents and Adults with FXS; and 3) Family Adaptation to Newborn Screening for FXS. Investigators are collecting data using a range of methods, including biologic samples, direct observation, speech samples, daily diaries, surveys, and semi-structured interviews.
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.
FirstSchool is a Pre-K through third grade initiative led by FPG and the UNC-CH School of Education to promote public school efforts to improve the early school experiences of African American, Latino, and low-income children and their families. FirstSchool is a systems-based change process designed to move schools and communities toward a seamless approach for children ages 3 to 8.
FPG's FirstSchool team will collaborate with Turning Point, Inc., to provide services to the State of Nevada under RFP 2108, “Nevada Ready – B-3.” FirstSchool will support the development of practices and systems for using data to promote effective P–3 learning communities.
FPG will develop and deploy an online course to promote inquiry and equity in PreK through third grade education. Participants in the online course will include teachers who are receiving data feedback and coaching through other FirstSchool projects as well as teachers who only take the online course.
The focus of this project is to provide educators in struggling schools with lenses through which to view the experiences of their students and make informed decisions about how to improve their school experiences. In order to sustain this practice, the work will build the capacity of school leaders and the Department of Public Instruction to lead this process.
The Georgia Department of Early Care and Learning partnered with FPG Child Development Institute to jointly evaluate a summer pre-k program and two quality improvement initiatives sponsored by the Department. FPG also provided assistance with developing and piloting a quality continuum framework for early care and education programs.
The purpose of this project is to evaluate the effectiveness and efficiency of Georgia’s regulatory process for licensing center-based child care programs and family child care homes.
The Healthy Places North Carolina (HPNC) initiative is a 10-year project funded by the Kate B. Reynolds Charitable Trust to create the conditions for initial, sustainable, and dramatic improvements in the health of all the people who live in selected Tier 1 counties in North Carolina.
The overall purpose of this research is to examine why human capital-oriented intervention programs and policies, directed at children in the preschool, middle childhood, and adolescent stages of development, have the effects, non-effects, and, in some cases, perverse effects that they do.
The purpose of the IDEA Data Center is to improve the capacity of States to meet their Individuals with Disabilities Education Act (IDEA) data collection and reporting requirements under sections 616 and 618 of the IDEA.
The purpose of this project is to conduct a validation study of center-based programs registered in ExceleRate Illinois as well as a child outcomes study of preschool-aged children. Through gathering of program and classroom observations; director, teacher, and parent surveys; and child assessments, results will help examine the extent to which ExceleRate Illinois meaningfully distinguishes program quality and the extent to which rating levels relate to child outcomes.
The Triple P Implementation Evaluation (TPIE) supports evaluation activities related to ongoing implementation of the Triple P – Positive Parenting Program system of interventions in two North Carolina counties. Triple P is an evidence-based, community-wide parenting and family support system to promote the social, emotional, health, and behavioral wellbeing of children.
The goal of this study is to evaluate whether an integrated behavioral parenting training and adolescent driver education program improves a variety of adolescent driving, as well as parent-adolescent relationship, outcomes relative to adolescents who only receive a driver education program.
This study will investigate the impact of the Advancing Social-Communication and Play (ASAP) intervention on school-aged students with ASD, and the feasibility of the ASAP intervention in elementary schools. The study is expected to provide valuable data on the effect of the ASAP intervention on elementary school students. Additionally, the study will offer important information on adapting preschool interventions for elementary school settings.
This project will compare the developmental learning trajectories of children who attend early childhood programs with those of children who do not attend such programs and examine the factors that influence changes in those trajectories.
The purpose of this project is to support the further validation and refinement of a new measure, the Inclusive Classroom Profile (ICP). The study will assess the measure’s feasibility of implementation and psychometric properties in pre-k inclusive classrooms.
This research will extend the use of work systems -- an evidence-based practice with school-aged children that provides visual information about what one is expected to do -- to adolescents and adults.
The Joint Attention Mediated Learning Intervention for Toddlers with Autism Spectrum Disorders and Their Families project is being conducted at three sites: Frank Porter Graham Child Development Institute, Indiana University, and University of Kansas. The project is funded by the U.S. Department of Education, Institute of Education Sciences, and the Principal Investigator is Dr. Hannah Schertz at Indiana University.
