Does participating in forecasting improve community members’ support for policymakers’ evidence use? Can community forecasting improve school district administrators’ support for evidence use in their decision-making?
How do Native nations define curricular self-determination, and what forms of knowledge, history, and responsibilities do they seek to restore through education?
Can an informational intervention increase access for disadvantaged students to attend high-quality schools in New York City? What policies should schools pursue to increase access to opportunity?
How do culturally sustaining, multilingual, and multimodal Science of Reading-aligned literacy practices support reading development among Black multilingual learners from immigrant backgrounds?
Does an increase in government-subsidized access to high-opportunity neighborhoods reduce academic and economic disparities for students from low-income families? What are the spillover effects on students who remain in low-opportunity ...
Is it feasible to study evidence requirements in school districts’ requests for proposals (RFPs) as a lever for improving the use of research evidence in public education?
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.
