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.
This brief examines how the benefits of high-quality ECE might simultaneously diminish and persist in the long run. Strategies are then discussed to sustain the impacts of ECE during elementary school.
The disproportionality between the representation of white students and students of color in gifted education programs is both persistent and pervasive. Attempts over the years to remedy the issue have done little to narrow this disparity.
Social and emotional development was in peril prior to the pandemic. After this time apart, it will take systematic, intentional, and intensive efforts to get social and emotional learning back on track.
This brief uses data from a survey of educators in nine districts participating in the North Carolina Resilience and Learning Project on the challenges of remote learning and education during the COVID-19 pandemic. It offers recommendations for improving educational equity during remote learning, addressing the following areas: technology access, availability of adult support, student well-being,…
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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-19This 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.
learn more about Factors in Persistence Versus Fadeout of Early Childhood Intervention ImpactsThe 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 LearningProject Description The Durham Children’s Initiative (DCI) (formerly East Durham Children’s Initiative) is a place-based, nonprofit organization that supports children and families from cradle to college or career. Established in 2010, DCI’s vision is that all children in Durham graduate from high school ready for college or career. To achieve this vision, DCI provides children…
learn more about Durham Children’s Initiative EvaluationThe pandemic profoundly affected American children with disruptions to their schooling and daily care. A new study found that service sector workers who had a young child reported disruption on 24 percent of days in fall 2020. The disruptions were more common in remote learning and had a negative impact on children’s behavior and on parenting mood and behavior.
This brief examines how the benefits of high-quality ECE might simultaneously diminish and persist in the long run. Strategies are then discussed to sustain the impacts of ECE during elementary school.
Early proficiency in math skills is increasingly being seen as an independent area worthy of early curriculum development and policy investment to reduce socioeconomic disparities in children’s school readiness.
This article examines the influence of teacher assistants and other personnel on outcomes for elementary school students during a period of recession-induced cutbacks in teacher assistants.