Issue 5: Winter 2019

The newest William T. Grant Foundation Digest features an updated look at the the Foundation’s longtime commitment to career development for early-career researchers, as well as new thinking about ways that research on social movements can advance efforts to reduce inequality in youth outcomes. Senior Vice President Kim DuMont also outlines opportunities for studies on improving higher education administrators’ use of research evidence in ways that promote student well-being and success.

The ninth issue of the Digest features an update on the Institutional Challenge Grant program five years after its launch, with insights from a Foundation stock-taking effort and reflections from two grantee teams. We also share new thinking on the use of research evidence, including ways for researchers to leverage existing findings to bolster studies of effective strategies to improve research use.

The eighth issue of the Digest features insights about where new research might help identify ways to reduce inequality in youth outcomes after COVID-19, as well as how the fields of implementation science and research on research use might learn from each other in ways that yield more transformative research in years ahead.

The seventh issue of the Digest includes fresh insights from program staff and grantees on how researchers can successfully confront the challenges of studying causal mechanisms for reducing inequality, as well as how the global community of researchers and funders focused on improving the use of research evidence can continue to break new ground in the years ahead.

Essays in this issue of the Digest focus on the importance of looking beyond individual action and customary metrics in research on reducing inequality, as well as how strengths-based, race-conscious research can be produced and used to uplift communities of color.

The fourth issue of the William T. Grant Foundation Digest features insights that may point the way toward a more nuanced understanding of evidence use and inspire new and more wide-ranging examinations of ways to reduce inequality in youth outcomes.

The third issue of the William T. Grant Foundation Digest features insights on how research on ability tracking can inform studies to improve the outcomes of English learners, as well as how researchers and school districts can partner to build learning systems based on research evidence.

The second issue of the William T. Grant Foundation Digest features writing on research rigor and relevance, as well as the potential for a new research agenda for improving the outcomes of English learners under the Every Student Succeeds Act.

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.