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 study examines one of the mechanisms through which North Carolina’s statewide pre-K program (NC Pre-K) may generate such benefits: improvements in the teaching environments of the elementary schools in which NC Pre-K graduates enroll.
This study examined the relation between schools’ color-evasive versus multicultural diversity ideologies, school characteristics, and adolescent development.
The objective of this chapter is to (1) explain how informal STEM counterspaces for Black girls in K-12 can lead to STEM career opportunities,(2) to share lessons from the field from existing programs in urban and non-urban spaces where Black girls’ voices are centered,(3) to consider areas for expansion,(4) to provide resource and tools and to assist with further understanding and exploration of how to engage in assisting Black girls in STEM counterspaces through research and practice.
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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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 FamiliesThis 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 LearningThis study investigated relations among parental education, parents’ attitudes toward their adolescents’ school, parental support for learning at home, and adolescents’ academic identity and school performance over time and in different national contexts.
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 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.
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.