Do state minimum wage increases reduce inequalities in labor market outcomes between young adults from low-income families and those from higher-income families?
Does a self-defense program adapted for and by Two-Spirit, Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning (2SLGBTQ+) Indigenous youth reduce sexual violence and promote positive youth development?
Can a more accurate measure of transgender and nonbinary youth well-being be developed through a participatory process that centers youth perspectives?
How do ongoing professional learning opportunities that center on teacher identity development support educators in implementing inclusive practices that promote student belonging and engagement?
How can an ultrasound visual biofeedback (UVB) model be adapted to support the treatment of speech sound disorder for children in rural, economically disadvantaged communities? What strategies are needed to ...
Does engaging in a cross-state research-practice partnership facilitate state-level educational technology leaders’ use of research evidence to inform equitable use of education technology?
Can a student assignment policy with both zones and controlled choice meaningfully reduce racial and economic segregation in public schools, thereby reducing inequality in academic outcomes?
Do school-based health centers (SBHCs) reduce inequalities in health and education outcomes for children from low-income families compared to children from higher-income families?
Do institutional responses to truancy reduce racial inequality in truancy, habitual truancy, and related educational outcomes for Black and Latinx 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.
