Does an intensive reading program based on direct teaching of metacognitive skills and cooperative learning improve the literacy skills of young adolescents, particularly those who are at risk?
What out-of-school activities and extracurricular activities in school work best for which youth? What factors move youth into and out of activities? What processes link youth activity involvement and long-term educational outcomes?
Do non-experimental methods provide a viable alternative to randomized experiments when trying to assess the effects of neighborhood on youth outcomes?
To support a project aimed at examining what works to evaluate to create positive change in large, public child welfare agencies serving extremely vulnerable, low-income children and youth.
Does the use of a structured, computer-centered reading program in after-school settings affect reading performance? What are the factors that affect the implementation of the intervention?
How does poverty affect youth development in rural areas? What physical and psychosocial factors in children’s homes and communities explain why some children do well while others do poorly?
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.
