Five New Research Grants to Build Theory and Evidence in our Focus Areas
We are proud to announce five new grants to support research on reducing inequality in youth outcomes and improving the use of research evidence in decisions that affect young people.
Approved at the Foundation’s summer board meeting, these grants will build theory and empirical evidence in our focus areas.
The online application for research grants will reopen in mid-November for letters of inquiry due in 2018. Updated application guidelines and specific deadlines will be posted at that time. Sign up for email updates to stay up-to-date on all funding opportunities and Foundation news.
Research Grants: Reducing Inequality
Improving the Experiences and Outcomes of Immigrant Youth: An Examination of the Internationals Network for Public Schools
How can high schools better serve newly arrived immigrant students?
Hua-Yu Sebastian Cherng, Dept. of Humanities and Social Sciences in the Professions, New York University; Adriana Villavicencio, The Research Alliance for New York City Schools, New York University; and Reva Jaffe-Walter, Counseling and Educational Leadership, Montclair State University
A Multi-Year Evaluation of the Boston Youth Summer Employment Program and Features to Reduce Inequality Across Groups
Under what conditions does a summer employment program reduce academic, economic, and behavioral inequalities for economically disadvantaged youth?
Alicia Modestino, School for Public Policy/Urban Affairs, Northeastern University, and Trinh Nguyen, Boston Mayor’s Office of Workforce Development
The University System of Georgia’s African American Male Initiative Evaluation
How can colleges improve services and outcomes for African American male students?
Lashawn Richburg-Hayes, Insight Policy Research, and Crystal Byndloss and Fred Doolittle, MDRC
Research Grants: Improving the Use of Research Evidence
Coordinated Knowledge Systems: Connecting Evidence to Action to Engage Students in School-Based Mental Health
Does the Coordinated Knowledge System intervention increase clinical supervisors’ use of research evidence in working with therapists and in therapists’ work with students?
Bruce Chorpita, Dept. of Psychology, University of California, Los Angeles, and Kimberly Becker, Psychiatry, Division of Child and Adolescent, University of Maryland School of Medicine
A Cost-Utility Framework to Facilitate Evidence-based Decision Making in Schools
Can a decision-making framework and online tool facilitate the use of research by local and state level decision makers?
Fiona Hollands and Henry Levin, Center for Benefit-Cost Studies Education, Teachers College, Columbia University