Drawn from an initiative that brings together researchers to reflect on the theories and conceptualizations of race, ethnicity, and Indigeneity that inform and shape their work, grantees Eve Tuck, K. Wayne Yang, and colleagues at the Tkaronto Collaborative Indigenous Research Communities Land and Education (CIRCLE) Lab have developed this powerful series of webinars.

Research points to significant challenges for decision-makers as they engage with mandates to use evidence in specific ways. These challenges often stem from the need to balance what the research says with the preferences, expertise, and lived experience of multiple stakeholders. How can new research identify supports for those on the frontline of policy implementation in the years ahead?

New research finds that bringing counseling and advising services to the classroom can provide a critical connection to campus for immigrant and refugee newcomer students in ESOL programs.

For the past several years, the Annie E. Casey Foundation, Casey Family Programs, and the William T. Grant Foundation have funded and worked in close partnership with more than 50 individuals representing a broad array of experts, stakeholders, and people with lived experience to develop a 21st Century Research Agenda for a Child and Family Well-Being System. Drawn from this work, a new brief describes the partnership process and outlines guidance for funders in supporting meaningful partnerships between researchers and lived experience stakeholders. The brief and checklist share recommendations from lived experience experts on how they experience research, and recommendations for researchers and funders about how to proceed with respect and rigor.

Despite the right intentions, many reforms that aim to tackle systemic inequities in school districts come up against limitations. Why are school districts sometimes seeing disappointing results, and what can district leaders and their research partners do about them? New research points to the promise of an institutional approach that surfaces and recasts premises that drive individual practices, policies, and organizational arrangements.

In a new post, grantee Rebecca Lowenhaupt describes how partnering with educators and district leaders during the pandemic yielded new insights about the day-to-day realities of decision-making in rapidly changing environments: “In adapting our work to the new challenges facing our district partners, we learned as much about engaging in productive research-practice partnerships through disruption as we did about the research questions we initially set out to explore.”