For three decades, professors Stephanie Carlson and Philip Zelazo of the Institute of Child Development at the College of Education and Human Development have studied the hidden engine of human development: executive function (EF). Encompassing working memory, cognitive flexibility, and self-control, executive function skills act as the brain's air traffic control system. The researchers' landmark work proved that strong EF skills in early childhood predict academic and life success even more accurately than IQ or socioeconomic status.
"Research has shown that EF skills are a better predictor of key outcomes than IQ or socioeconomic status, suggesting that it’s not enough simply to have knowledge—you also have to acquire the skills to translate that knowledge into behavior and action," explains Zelazo. "We're trying to level the playing field so that every child has a chance to succeed in school."
Transforming Research into Real-World Classrooms
To bridge the gap between academic research and everyday teaching, Carlson and Zelazo co-founded Reflection Sciences, Inc. (RSI) in 2014 through the University of Minnesota Technology Commercialization office. Their cornerstone innovation, the patented Minnesota Executive Function Scale (MEFS), provides an objective, tablet-based assessment to measure EF in individuals as young as two years old.
That research-backed framework powered a transformation in early childhood assessment and education. In New Mexico, where nearly 28 percent of children live in poverty, state leaders made a historic commitment to early education. Partnering with RSI during the 2025–2026 school year, New Mexico rolled out a full-scale EF initiative across approximately 585 sites, reaching 14,494 preschool children across public school, community-based, and tribal programs.
The comprehensive, fully bilingual (English/Spanish) program equipped educators with the MEFS assessment, specialized training, and personalized instructional tools like the EF Activity Guide, allowing teachers to integrate cognitive self-regulation exercises into daily classroom routines.
"Kids who struggle with EF can run into trouble in kindergarten and beyond," says Zelazo. "Paying attention to children's EF skills, making sure they're on track, and knowing what to do next to support the development of those skills have very important consequences for their lives."
Measurable Growth on a Statewide Scale
The impact was swift and statistically profound. Between fall 2025 and spring 2026, participating preschoolers in New Mexico saw their average national EF scores jump from the 43rd to the 47th percentile. Because the MEFS is age-adjusted and normed on data from over 100,000 students, this four-percentile increase represents genuine cognitive growth compared to peers nationwide, rather than simple maturation or a practice effect.
As a result, thousands more New Mexico children entered kindergarten with the foundational self-regulation skills required to focus, follow directions, and solve problems. Elizabeth Groginsky, New Mexico Secretary of Early Childhood Education and Care, credited the initiative's success to its robust teacher training, actionable instructional guidance, and the practical design of the MEFS tool for large-scale public implementation.
Scaling a Blueprint for National Change
Carlson and Zelazo’s work demonstrates how academic discovery can drive systemic public policy. Building on this success, New Mexico is expanding the initiative in 2026–2027 to serve children ages 2 to 13. The project stands as a proven blueprint for other states to leverage scientific innovation to close early learning gaps and support child well-being across the country.
"It’s incredibly gratifying, and in many ways our work is far from done," says Carlson. "To see the research come out of the lab and into the world having a measurable impact—in many ways, that’s all I’ve ever wanted."