Most English-language learners (ELLs) are taught in all-English language classrooms, and we know very little about what features of those classrooms are associated with higher levels of ELL achievement.
What role do the social climates of classrooms and non-instructional settings (e.g., lunchrooms, playgrounds, and hallways) play in predicting youth risk behaviors and outcomes?
The team that developed CLASS will use this grant to develop easy-to-administer tools that assess teacher-student interactions using student and informant (principal/supervisor) surveys.
What features of adolescents’ neighborhoods, families, and peer groups trigger early substance use? How can contextual triggers of early substance use be targeted to promote healthy development during the transition to middle school?
Hill and her research team have been developing a video observation protocol that assesses the teaching of mathematics, and they will use this grant to make it more user-friendly, reliable, and accurate.
Most mental health disorders begin before youth are in their late teens and early 20s, and social, economic, and academic pressures combined with the transition to college may exacerbate these problems, making college a potentially important site for preventive intervention.
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.
