Can a self-assessment and coaching intervention be implemented with fidelity, assessed with valid and reliable measures of setting-level processes, and show promise to improve after-school programs?
Can a school-based emotional literacy intervention produce setting-level changes in social processes between students and teachers? Will these changes enhance social, emotional, and academic competence?
Can a program that provides regular feedback from a master teacher on the classroom performance of early-career, secondary school teachers change teachers’ interactions with students?
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.
