News

Early Education Narrows the Achievement Gap with Younger Starts and Longer Stays

Date Posted: April 5, 2015
New research from UNC’s Frank Porter Graham Child Development Institute (FPG) reveals high-quality early education is especially advantageous for children when they start younger and continue longer. Not only does more high-quality early education significantly boost the language skills of children from low-income families, children whose first language is not English benefit even more.

NC Pre-K Children Outpace Normal Expectations through Kindergarten

Date Posted: March 28, 2015
Students who were enrolled in the NC Pre-K Program are making significant gains across all areas of learning through the end of kindergarten, according to a new report from scientists at UNC’s Frank Porter Graham Child Development Institute (FPG).

President Declares Childcare a "Must-Have"

Date Posted: March 5, 2015
In his January 20, 2015 State of the Union Address, President Obama declared childcare a “must-have,” not a “nice-to-have.” The President highlighted the financial plight of working parents who face basic childcare costs “higher than their mortgage.”

President targets 6 million children high quality preschool by 2020

Date Posted: October 8, 2014
Speaking about the economy at Northwestern University last week, President Obama unveiled a new educational objective: enrolling 6 million children in high-quality preschool by the end of the decade. “That is an achievable goal that we know will make our workforce stronger,” said the President.

Latino Children Make Greatest Gains in NC Pre-K

Date Posted: September 10, 2014
A new summary of 12 years of research on North Carolina’s pre-kindergarten program for at-risk 4-year-olds shows that “dual-language learners” make the greatest academic progress in the program. According to the report from UNC's Frank Porter Graham Child Development Institute (FPG), while students in NC Pre-K advance across all spheres of learning, the program is especially beneficial for the state’s dual-language learners.

The National Prekindergarten Evaluation Center Offers Assistance to States Applying for the Preschool Development Grant

Date Posted: September 8, 2014
The Preschool Development Grant program sponsored by the US Department of Education offers an exciting opportunity for states to build or enhance the quality of their early education programs and services, with an application deadline of October 14, 2014.

Children's Pre-Literacy and School Readiness Skills Increase During Georgia's Innovative Summer Transition Program

Date Posted: August 30, 2014
According to a new report on research from the Frank Porter Graham Child Development Institute (FPG) and Child Trends, children enrolled in Georgia’s six-week Summer Transition Program for rising kindergarten students show significant improvement in pre-literacy and school readiness skills.

Researchers Summarize Mounting Evidence on Early Education

Date Posted: August 19, 2014
Drawing heavily from a Society of Research on Child Development report that FPG senior scientist and one of the National Prekindergarten and Early Learning Evaluation Center core team members, Margaret R. Burchinal, co-authored last year, researchers have distilled the scientific evidence mounting in support of investment in early education and care.

Now Available: Summary of Research (2002-2013) for NC Pre-K Program

Date Posted: June 2, 2014
Findings from over a decade of statewide evaluations of the NC Pre-kindergarten Program indicate that it has had positive outcomes for children, and made improvements in terms of teacher qualification.

Press Release: Launch of the National Pre-K and Early Learning Evaluation Center

Date Posted: May 27, 2014
President Obama’s renewed call this year for universal pre-kindergarten programming joined many appeals from federal and state policymakers for increased investments in public pre-k and early learning programs—along with calls to evaluate these services.

NC Pre-K Earns High Marks for Children’s Outcomes

Date Posted: May 14, 2014
Scientists from UNC’s Frank Porter Graham Child Development Institute have released their new study of NC Pre-K, the state’s program to prepare four-year-olds for success in kindergarten. According to FPG’s report, students enrolled in NC Pre-K show significant gains across all areas of learning.

Large-Scale Study Shows Power of Pre-K

Date Posted: March 6, 2014
Scientists from UNC’s Frank Porter Graham Child Development Institute (FPG) today reported that Georgia’s Pre-K Program produces significant positive outcomes for children, regardless of family income level or English language skills. FPG’s research on nearly 1,200 children reveals strong results in language, literacy, math, and general knowledge for students enrolled in the state’s universal pre-k program.

President Renews Call for Universal Pre-K

Date Posted: January 29, 2014
“Research shows that one of the best investments we can make in a child’s life is high-quality early education,” said President Obama during last night’s State of the Union Address. “Last year, I asked this Congress to help states make high-quality pre-k available to every 4-year-old, and as a parent, as well as a president, I repeat that request tonight.”

Dual-Language Learners Make Key Gains in Head Start and Public Pre-K

Date Posted: December 4, 2013
A comprehensive review of research on young Latino and Spanish-speaking children confirms that widely available public programs are helping dual-language learners make important academic gains. According to scientists at UNC’s Frank Porter Graham Child Development Institute (FPG), children who have lower English-language abilities than their peers benefit the most from programs like Head Start and public pre-k—but exactly how and why remain unanswered questions.

Large-Scale, High-Quality Public Preschool Pays Off

Date Posted: October 21, 2013
Margaret Burchinal, senior scientist at UNC’s Frank Porter Graham Child Development Institute, and an interdisciplinary team of fellow early childhood experts have authored a seminal research brief showing the effectiveness of large-scale public preschool programs.