How can researchers find the motivation to continue to produce knowledge worth considering? And how can we, as supporters of research, best sustain our mission to support them?
Betty Hamburg was the first woman, and the first and only African American to serve as president of the Foundation, among many “firsts” in her distinguished career.
Throughout our 82-year history, the William T. Grant Foundation has had many able leaders, starting, of course, with William T. Grant himself. Last month, we lost one of our most prominent leaders, with the passing of former Foundation president Robert J. Haggerty at the age of 92. Some of the Foundation’s most important and lasting […]
Lessons about mitigating the effects of tracking on inequality may point the way toward reducing inequality for English learners.
Recent years have witnessed important new works questioning the role of philanthropy in education research and education reform. Sparked by Rick Hess and colleagues in With the Best of Intentions (2005) and The New Education Philanthropy (2015), provocative new books such as Sarah Reckhow’s Follow the Money (2012), Megan Tompkins-Stange’s Policy Patrons (2016), and Michael […]
We recognize that no single effort will be transformative, but we hope that our collective efforts as researchers, research funders, universities, and professional associations can support research that, over the long term, improves the lives of young people.
Researchers who want their work to matter in policy and practice should pursue the questions of greatest relevance with the highest standards of theoretical and methodological rigor.
The Commission on Evidence-based Policymaking is an opportunity that doesn’t come every year, and may not come again. Let’s make the most of it.
A key approach in our efforts to support impactful research is to invest in the development of tools that enhance the work of many researchers engaged in a common enterprise.
This year, the American Educational Research Association (AREA) will celebrate its one-hundredth anniversary at its annual meeting in Washington, DC on April 8-12, 2016. Throughout its history, AERA has provided a forum for researchers to share substantive findings and methodological advances to further the field. In recent years, AERA has become increasingly engaged in the […]
What is the current state of funding for research on inequality in the United States?
One reason for all the attention to inequality these days is that, despite many efforts to improve opportunities for disadvantaged young people, inequality in many domains has been getting worse, not better. Education is one of those domains—and as someone who keeps close tabs on our education system, this is not what I expected. Back […]
Education is a gateway for opportunity—a pathway to progress through which young people acquire the skills, knowledge, and experiences to obtain good jobs and prosperous futures. Yet in the U.S., education is highly unequal. On average, students from minority backgrounds, immigrant origins, and economically disadvantaged families leave school earlier, receive fewer degrees and certificates, and exhibit lower academic skills than their more privileged peers. To address these inequalities, we need research that identifies effective responses to the challenges that give rise to unequal opportunities and outcomes.
I’m excited to meet up with colleagues and talk about important topics in education research and practice at the upcoming meeting of the American Education Research Association.
Inequality has long affected families and communities in the U.S. and around the world, and it has risen to the forefront for policy makers who seek effective responses to this complex and far-reaching issue.