Community-based mixed-methods research can be especially valuable in identifying and understanding strategies to reduce inequality in youth outcomes.
At the William T. Grant Foundation, we have made it a priority to support research on reducing inequality among young people in the United States. A key area for progress is in the policies, programs and practices to reduce unequal opportunities and outcomes for English learners (ELs).
The William T. Grant Foundation is pleased to announce five research grants awarded in October, 2016, which will increase our understanding of programs, policies, and practices that reduce inequality in youth outcomes, and one grant that will improve the use of research evidence in ways that benefit youth. All of the inequality grantees will conduct […]
Five new research grants will build stronger theory and empirical evidence in our focus areas of reducing inequality and the use of research evidence.
Reflecting on the odds of upward mobility in light of a widening opportunity gap in the United States, Harvard’s Robert Putnam states simply: “Any notion that you can ‘pull yourself up by your boot straps’ sounds ridiculous now.”
Systematically considering programs, practices, and policies that may move the needle in some of these important areas is the next frontier of research if we want to address inequality for this fast growing group of students.
New Resources for Researchers: Read the “William T. Grant Digest” Issue 1
The introductory issue of the William T. Grant Foundation Digest features essays and commentary on the value of qualitative and mixed-methods research in reducing inequality and the potential for researcher access to big data to yield useful research evidence.
We are collaborating with our friends at the Russell Sage Foundation to sponsor a research grants competition on educational inequality that will support a racially and ethnically diverse cadre of early-career scholars.
William T. Grant Foundation President Adam Gamoran spoke to the American Educational Research Association about our focus on identifying programs, policies, and practices to reduce inequality among youth in the United States.
Sarah Sparks writes in EdWeek that the “new research finds an insidious cycle” and that “fifteen years of new programs, testing, standards, and accountability have not ended racial achievement gaps in the United States.”