Educare National Evaluation Partner
2005 – 2026
Educare schools are early care and education programs partnering with historically disinvested communities to transform the lives of thousands of young children nationwide.
The Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill (FPG) served as the National Evaluation Partner (NEP) for local evaluators in the Educare network from 2005-2026.
National Evaluation Partnership
As the National Evaluation Partner (NEP), the FPG team:
Led the Educare National Evaluation
.
Facilitated a community of practice for Educare researchers
Participated in Educare Network collaborative structures
Research Updates
Early Care and Education Professionals Talk About Talking About Race with Young Children
Using Data Walks to Leverage Community Expertise: Examples in Research-Practice Partnerships
A Longitudinal Study of Head Start Teacher Turnover Trends and Factors
Building Equitable Research and Evaluation Practices in the Educare Learning Network
Retention and turnover of teaching staff in a high-quality early childhood network.
Lead teacher, assistant teacher, and peer racial/ethnic match and child outcomes for Black children
Profiles of Parenting for Low-Income Families and Links to Children’s Preschool Outcomes
Associations Between Continuity of Care in Infant-Toddler Classrooms and Child Outcomes
Publications List
Journal articles, book chapters, and dissertations/theses using Educare data. View the Educare Publications List.
Follow-up Study
Local evaluators in Atlanta, Central Maine, Denver, Kansas City, and Tulsa followed Educare and non-Educare children into the early grades of elementary school. These follow-up studies provide critically needed information about developmental trajectories of children when they are in early childhood programs and after they transition to primary school. These studies examine which skills developed during time enrolled in Educare underlie acquisition of academic and social skills during the first years of elementary school.
Randomized Study
The effectiveness of Educare in improving child outcomes at age 3 was evaluated in a randomized study. This study began following 239 children from low-income families who were randomly assigned as infants (<19 months) to Educare or a control group.