Research Topic

K-12 Education

CCFP researchers examine how education policies and programs, learning environments, and other factors impact student and school success. Our teams partner with school districts, schools and teachers to develop, implement, and evaluate innovative strategies to support student success. Through the North Carolina Education Research Data Center, CCFP provides researchers and the broader policy community with ready access to the data that they need for policy-oriented research.

Latest Research

Journal Articles

African American Language in Children’s Literature

The purpose of this study was to determine the most prevalent African American Language (AAL) phonological and grammatical features in slavery- and Civil Rights-themed children’s literature.

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Research Brief

Teachers’ First Classroom Experiences and Persistent Racial Gaps in Schooling

New research findings show that teachers’ experiences during their first year in the profession impact how they assess students, particularly Black students, later in their careers.

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Journal Articles

Investigating if High-Quality Kindergarten Teachers Sustain the Pre-K Boost to Children’s Emergent Literacy Skill Development in North Carolina

This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina’s NC Pre-K program during the previous year. Higher value-added teachers promoted the skill development of all children, but did not differentially benefit the skill development of former NC Pre-K participants compared to non-participants.

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Experts

Experts

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Whitney McCoy

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Leslie Babinski

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Sarah Komisarow

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Katie Rosanbalm

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Kenneth Dodge

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Helen Ladd

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Philip Cook

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BELLA Online: ESL and Classroom Teachers Working Together With Children and Families

Project goal is to design, develop, and test an online professional development program called Bridging English Language Learning and Academics (BELLA) for improving teacher and student outcomes for working with English Learners (ELs).

learn more about BELLA Online: ESL and Classroom Teachers Working Together With Children and Families
learn more about BELLA Online: ESL and Classroom Teachers Working Together With Children and Families

Study of Out-of-School Time Coordinating Entities Response to Covid-19

This study examines the essential nature of coordinating entities during a crisis by comparing the experiences of out-of-school time (OST) stakeholders in cities with coordinating entities to OST stakeholders in cities that may have elements of an OST system (e.g., common data system) but not a coordinating entity.

learn more about Study of Out-of-School Time Coordinating Entities Response to Covid-19
learn more about Study of Out-of-School Time Coordinating Entities Response to Covid-19

Factors in Persistence Versus Fadeout of Early Childhood Intervention Impacts

This project seeks to understand whether, for whom, and how the effects of successful early childhood school readiness interventions are sustained across a child’s development.

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learn more about Factors in Persistence Versus Fadeout of Early Childhood Intervention Impacts

N.C. Resilience and Learning

The North Carolina Resilience and Learning Project is a partnership with the Public School Forum of North Carolina to promote and support trauma-informed schools across the state. The project team works closely with districts and schools to provide professional learning and ongoing coaching to meet school-specific needs and goals. Our work aims to create systems-level change by shifting the culture and mindset of an entire school so that staff begin to see a child’s behavior in the context of their life experiences, in consideration of possible trauma history or stress response system triggers.

learn more about N.C. Resilience and Learning
learn more about N.C. Resilience and Learning
January 6, 2024
Journal Articles

Can Peers Help Sustain the Positive Effects of an Early Childhood Mathematics Intervention?

This study assessed whether the peer environment in kindergarten and first grade affected student learning following an early mathematics intervention. Findings suggest that classroom peer effects may play only a limited role in sustaining early intervention effects.

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November 7, 2023
Journal Articles

First Impressions Matter: Evidence From Elementary-School Teachers

New research findings show that teachers’ experiences during their first year teaching impact how they assess students, particularly Black students, later in their careers.

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October 25, 2023
Journal Articles

Association Between Relative Age at School and Persistence of ADHD in Prospective Studies: an Individual Participant Data Meta-Analysis

This study explored the association between relative age and the persistence of ADHD diagnosis at older ages. Contrary to some expectations, children who were younger when they started kindergarten are as likely as children who were older to have a stable ADHD diagnosis.

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September 1, 2023
Working Papers

Are Friends of Schools the Enemies of Equity? The Interplay of Public School Funding Policies and Private External Fundraising

School districts across the U.S. have adopted funding policies designed to distribute resources more equitably across schools. However, schools are also increasing external fundraising efforts to supplement district budget allocations. This study found that external fundraising offset the policy-induced per-pupil expenditure gap by 26-39 percent.

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