EPI conducts research related to the preparation of students for learning in elementary schools. Research clearly shows that reading ability is a gatekeeper to further education development of students, and is a considerable barrier for students of color and those from low-income backgrounds.
EPI's work in this area focuses on barriers to learning and policy issues that impact students’ ability to learn in the public school system. EPI has conducted several projects related to the No Child Left Behind Act (US), particularly with regard to students with disabilities. EPI also is conducting evaluation research on the federal Reading First program (US).
- Evaluation of the Pilot Communities for Infant and Toddler Social, Emotiona, and Behavorial Development Grant, Virginia Department of Social Services (2010-2011)
- Evaluation for Safe Schools/Healthy Students Grant (2009-2013), Lawrence County School District, Monticello, MS
- An Evaluation of Iowa’s Reading First Program (2007-08), Iowa Department of Education
- An Evaluation of Reading First Supplementary Materials (2007), North Carolina Department of Public Instruction.
- Improving Educational Outcomes for Students with Disabilities II (2006-07), National Council on Disability
- Impact Evaluation of KIPP Schools (2005), KIPP Foundation
- Improving Educational Outcomes for Students with Disabilities I (2004), National Council on Disability