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.
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.
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.
New research findings show that teachers’ experiences during their first year teaching impact how they assess students, particularly Black students, later in their careers.
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.
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
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
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.learn more about Factors in Persistence Versus Fadeout of Early Childhood Intervention Impacts
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
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.
African American students often encounter racial microaggressions when attending predominantly white institutions (PWIs). Experiencing racial microaggressions can negatively affect African American students’ feelings of belonging to the campus community. Racial microaggressions can also affect students’ physical and emotional stability.
Estimates indicate that a child’s exposure to higher NC Pre-K funding was positively associated with that child’s academic achievement 6 years later. NC Pre-K funding effects on achievement were positive for all subgroups tested, and statistically significant for most.
Article reviews what racial microaggressions are, the impact of microaggressions on african-americans students, and research-based recommendations to address racial microaggressions in educational settings.