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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This study utilizes three large-scale early childhood education datasets (NCEDL, SWEEP and LAExCELS) to explore how children’s engagement, measured by moment-to-moment time sampling, varies within classrooms and explores if variation in levels and quality of child engagement and activity type/setting is associated with children’s outcomes.
WA OSPI is seeking support for the capacity development of their state and regional Multi-Tiered Systems of Support (MTSS) 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.
NCEDL was created to provide national leadership and advance knowledge in early childhood development and learning. It aimed to enhance cognitive, social and emotional development of children birth through eight years and to support families.
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.
The National Center on Parent, Family, and Community Engagement (NCPFCE) by the Administration for Children and Families, Office of Head Start, in partnership with the Office of Child Care is one of four National Centers that develop evidence-based best practices for Early Head Start and Head Start programs across the country, as part of a comprehensive Office of Head Start Training and Technical Assistance System. The goal of this project is to support family well-being, effective family and community engagement, and children’s school readiness, including transitions to kindergarten.
The National Center on Parent, Family, and Community Engagement (NCPFCE) by the Administration for Children and Families, Office of Head Start, in partnership with the Office of Child Care is one of four National Centers that develop evidence-based best practices for Early Head Start and Head Start programs across the country, as part of a comprehensive Office of Head Start Training and Technical Assistance System. The goal of this project is to support family well-being, effective family and community engagement, and children’s school readiness, including transitions to kindergarten.
The National Center on Parent, Family, and Community Engagement (NCPFCE) funded by the Administration for Children and Families, Office of Head Start in partnership with the Office of Child Care is one of four National Centers that develop evidence-based best practices for Early Head Start and Head Start programs across the country, as part of a comprehensive Office of Head Start Training and Technical Assistance System. The goal of this project is to support family well-being, effective family and community engagement, and children's school readiness, including transition to kindergarten.
NECTAC was supported by the U.S. Department of Education's Office of Special Education Programs (OSEP) under the provisions of the Individuals with Disabilities Education Act (IDEA). NECTAC served Part C-Infant and Toddlers with Disabilities Programs and Part B-Section 619 Preschool Programs for Children with Disabilities in all 50 states and 10 jurisdictions to improve service systems and outcomes for children and families.
The mission of the National Implementation Research Network is to contribute to the best practices and science of implementation, organization change, and system reinvention to improve outcomes across the spectrum of human services.
The National Professional Development Center on Autism Spectrum Disorder was created to promote the development and learning of individuals with ASD from birth to 22 years of age by increasing practitioners' use of evidence-based practices (EBPs) in their programs and building states' capacity to implement EBPs.
The National Professional Development Center on Inclusion (NPDCI) developed products and worked with states to ensure that early childhood teachers are prepared to educate and care for young children with disabilities in settings with their typically developing peers.
Natural Allies developed, implemented, evaluated, and disseminated a model to yield change and improve community college coursework and practical experiences related to serving young children with special needs in inclusive natural environments.
NC Early Intervention Technical Assistance and Professional Development Support (NC EI-TAPS) Project
The project team will complete three tasks at the request of the North Carolina Division of Child Development and Early Education: (1) provide context for analyses in previously submitted report; (2) continue data management of NC Pre-K data extracted from state data systems; and (3) collect information related to preschool operations during the COVID-19 pandemic.
New Voices is designed to develop, refine, demonstrate, and evaluate a professional development curriculum on cultural and linguistic diversity in early childhood with a special focus on Latino children and their families.
Milton-Union Exempted Village Schools is seeking support for the use of implementation science practices and tools for their district and school improvement efforts in early literacy. To support development of implementation capacity, the National Implementation Research Network (NIRN) will provide virtual and onsite training, coaching, and consultation supports for the district and school leadership and implementation teams.
The overall goal of this project is to improve services, program management, and child outcomes for preschool children in the Exceptional Children Program in all Local Education Agencies across North Carolina through the development of a statewide system of professional development and support. Activities provide support for local coordinators and staff who serve preschool exceptional children through training, technical assistance, follow up, networking, and opportunities for collaboration.
The NCIC-TP project is a collaborative effort to help counties in NC successfully and sustainably implement the Triple P system of interventions. The project began in 2014 with a two year implementation evaluation of Triple P. Data from that evaluation, along with emerging evidence from implementation science and best practice, is the foundation of the information, learning, and implementation support resources offered by NCIC-TP to NC counties interested in or currently scaling-up Triple P.
The purpose of this project was to conduct a statewide needs and resources assessment concerning the status of children under 6 in North Carolina. The study focused on the numbers of children in various types of child care, the quality of their care, and the numbers of children not in an early childhood education setting.
The evaluation of the North Carolina Race to the Top-Early Learning Challenge Grant Transformation Zone will examine the extent to which the TZ communities have been able to enhance their capacity to improve the quality of their early childhood systems, including policy, practice, and infrastructure changes to support successful implementation of evidence-informed practice.
FPG provides support and expertise to successfully implement the North Carolina Race to the Top- Early Learning Challenge grant. FPG helps support the overall management of the grant, provides leadership on the Early Childhood Integrated Data System project and on the Transformation Zone activities and expertise about implementation science, and as well as other content expertise as needed.
This project conducted a pilot test of the proposed North Carolina school readiness assessment system with a sample of 1,000 kindergarten children and 500 elementary schools across NC. This assessment system gathered information about the condition of children as they enter school as well as schools' capacity to educate all children who enter public kindergarten.
This study aimed to evaluate the effectiveness of the Nuestros Niños program on the language, literacy, math, and socioemotional outcomes of Spanish-speaking English language learners during the pre-kindergarten year and to examine the extent to which the effects of the pre-kindergarten intervention are maintained at entry into kindergarten and 1st grade.
The National Implementation Research Network within UNC-Chapel Hill's Frank Porter Graham Institute will support Charlotte-Mecklenburg Schools (CMS) to develop a team of leaders and coaches' capacity to use an instructional fidelity observation tool, the Observation Tool for Instructional Supports and Systems (OTISS), to identify and align supports needed to achieve academic success for every student in every school.
The purpose of the Ohio Alternative Response Project is to: 1) seed and develop the capacity of a state implementation team to support the statewide implementation of AR and 2) develop coaching skills of child welfare supervisors and build the capacity of the state to provide ongoing consultation and training on coaching for the AR model.