Can the school-wide implementation of the 4Rs curriculum intervention--focusing on reading, writing, respect, and resolution--improve student outcomes?
What roles do non-parental adults play in Vietnamese American adolescents’ adjustment? Is it possible to develop an intervention program based on these findings?
What biological, cognitive, emotional, and social factors predict the emergence of affective disorders in adolescents as they transition to early adulthood?
How do students’ changing relationships with parents, teachers, and peers influence their math/science achievement and course taking? How do these influences shift over time and within contexts...
This study will examine the relationship between classroom, school, and neighborhood peer group composition and individual outcomes, including academic achievement and substance abuse.
How and when do changes in mothers’ depression and stress affect the psychological and physiological development of children and adolescents in low-income families? How can we create welfare policy...
To adapt and test the effectiveness of short-term cognitive-behavioral treatments for anxious and depressed youths seen for service in "real world" community settings.
The Center for College and Career Discovery provides inner-city students with activities designed to help raise their awareness of college and career options.
To support LEAP’s Violence Prevention Program, which employs art, peer mediation, and other hands-on activities to help students communicate effectively and dissolve conflicts before they escalate...
The Dr. White After-School Plus program integrates academic, arts, and developmental curricula to provide remedial and enriched educational programming to Brooklyn youth.
The William T. Grant Foundation invests in high-quality research focused on reducing inequality in youth outcomes and improving the use of research evidence in decisions that affect young people in the United States.
