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 current projects by clicking on the links below. Change the project end date to view completed projects. 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 contract supports the evaluation of enhancements being made to the early childhood program at Northampton Community College (NCC). NCC has created the Supporting Change and Reform in Inclusive Personnel Preparation project to increase the number of highly qualified paraprofessionals in Pennsylvania who apply evidence-based and competency-based practices in classrooms that serve culturally and linguistically diverse children of varying abilities aged birth through five years.
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.
In collaboration with the Black Alliance for Just Immigration (BAJI) and African Family Health Organization, community-based organizations that engage and educate African American and Black immigrant communities, we will conduct an exploratory sequential mixed-methods research to identify barriers and facilitators to positive birth outcomes for Black mothers with a focus on attention to health care access through focus groups and interviews and conduct causal inference analyses using extant data (i.e., Vital Statistics) to examine the effect of 2009 Children’s Health Insurance Program Reauthorization Act on the birthing outcomes of Black immigrants.
This supplemental study provides preliminary information on whether culturally responsive practices are predictive of racially marginalized children's outcomes and whether teacher factors, such as partnership with families, are related to culturally responsive practices.
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.
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.
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 approach to improving early elementary school experiences for African American, Latino, and low-income children and their families.
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.
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 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 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.
The purpose of this collaboration with Boston University is to develop and disseminate various products focused on the effects of racism during infancy through early childhood (birth to age 5) for racially marginalized children and families, specifically those that are Black, Latine, Indigenous, or Asian.
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 Georgia Pre-Kindergarten Evaluation project provides an external statewide evaluation of Georgia's Pre-K Program, a universal pre-kindergarten program for four-year-olds. The project is currently conducting an ongoing longitudinal study of the short- and long-term learning outcomes for children who attended Georgia's Pre-K Program as well as the quality of their preschool and early elementary school experiences from pre-k through fifth grade.
In support of efforts related to Georgia’s Quality Rated Language and Literacy Endorsement (QRLLE), we will collect information on the degree to which the Endorsement helps programs to improve their language and literacy practices, and information to advise next steps in the development and rollout of the Endorsement. This study will involve data collection, analyses, and reporting on the QRLLE related to practices observed during the upcoming school year (2023-24). The study will take place during the 2023-2024 school year and will be divided into three phases: (1) August 2023-September 2023: Preparation of data collection measures, IRB application, data collector hiring, observation refresher training, recruitment and scheduling classroom observations (2) October 2023-December 2023: classroom observations and data cleaning, and (3) January 2023-June 30, 2024: prepare report to summarize quality data and describe QRLLE programs and alignment with the LITTLE Program, convene a national expert panel on language and literacy endorsements, and summarize information gathered about QRLLE programs, endorsements nationally, and recommendations for next steps for the QRLLE.
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.
In collaboration with the University of Florida Lastinger Center for Learning, the UNC Frank Porter Graham Child Development Institute (FPG) will evaluate outcomes related to the Hillsborough Early Learning Network (HELN) professional development program. The HELN Final Report prepared by FPG will include information about educators who participated in HELN cohorts and pathways across six school years (2018-2024).
