Prior research generally reveals the myriad reasons why policymakers fail to use research that fundamentally challenges their current policies and practices.
Recent federal legislation calls for child welfare agencies and Medicaid to develop mechanisms for assuring youth in foster care receive appropriate health and mental health services, including medications.
School district administrators are responsible for making important decisions about instructional policy, such as the evaluation of teacher performance, designing professional development for teachers, and adoption and use of student assessments.
Numerous federal initiatives are increasing the incentives and pressures for state and local education agencies to adopt policies and practices that are grounded in research, yet little is known about how these agencies access, evaluate, or use research findings.
Although research on effective child and adolescent mental health interventions has grown significantly over the past two decades, public mental health care systems have been slow to draw on this research.
The common standards movement, which seeks to establish similar academic standards across multiple states, is rapidly gaining traction—the National Governors Association and the Council of Chief State School Officers have developed a set of core standards and the U....
“Many researchers and research funders want their work to be influential in educational policy and practice, but there is little systematic understanding of how policymakers and practitioners use research evidence, much less how they acquire or interpret it. By understanding ...
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.
