Principal Program Evaluator, Program Evaluation Division, North Carolina General Assembly
Carol Ripple’s research interests have focused on programs and systems that promote family strengthening and child well-being. As an evaluator in academic, private foundation, and state government settings she has conducted process and outcome studies of after-school care, family-based child care, child-care workforce development, adult financial literacy, child protective services, mental health systems, and foster care providers. In all her work, she is particularly interested in research that affects policy change and informs program development. In her current role as Principal Program Evaluator in the North Carolina General Assembly’s Program Evaluation Division, she leads investigations on state-funded agencies and initiatives with the aim of examining program efficiency and effectiveness.
Helm, S., & Ripple, C. H. (2006). Supporting foster parents on the pathway to permanence: A qualitative study of Casey foster parents. Voice, 7(2), 29-30. New Haven: Casey Family Services.
Ripple, C.H. (2006). Research and practice working together: Rhode Island’s Family Economic Success initiatives. Voice, 7(1), 20-22. New Haven: Casey Family Services.
Gilliam, W. S., & Ripple, C. H. (2004). What can be learned from state-funded preschool initiatives? A data-based approach to the Head Start devolution debate. In E. Zigler & S. Styfco (Eds.), The Head Start debates, 477-497. New Haven, CT: Yale University Press.
Ripple, C. H., & Zigler, E. (2003). Research, policy, and the federal role in prevention initiatives for children. American Psychologist, 58(6-7), 482-490.
Kagan, S. L., Brandon, R., Ripple, C. H., Maher, E. J., & Joesch, J. M. (2002). Supporting quality early childhood care and education: Addressing compensation and infrastructure. Young Children, 57(3), 58-65.
Cauthen, N. K., Knitzer, J., & Ripple, C. H. (2000). Map and track: State initiatives for young children and families, 2000 edition. New York: National Center for Children in Poverty.
Gilliam, W. S., Ripple, C. H., Zigler, E., & Leiter, V. (2000). Evaluating child and family demonstration initiatives: Lessons from the Comprehensive Child Development Program. Early Childhood Research Quarterly, 15, 41-59.
Ripple, C. H., & Luthar, S. S. (2000). Academic risk among inner-city adolescents: The role of personal attributes. Journal of School Psychology, 38, 277-298.
Parker, F. L., Boak, A. Y., Griffin, K. W., Ripple, C. H., & Peay, L. (1999). Parent-child relationship, home learning environment, and school readiness. School Psychology Review, 28, 413-425.
Ripple, C. H., Gilliam, W. S., Chanana, N., & Zigler, E. (1999). Will fifty cooks spoil the broth? The debate over entrusting Head Start to the states. American Psychologist, 54, 327-343.