Chapin Hall Center for Children

Can a light-touch intervention that provides information, nudges, and financial incentives to high-achieving, low-income students help them apply for and get into college?

Can a school-wide intervention reduce the effects of trauma on the socio-emotional and academic outcomes of students in low-income communities with high rates of violence?

Can a professional development intervention increase child welfare agencies’ use of evidence and improve permanency for children in foster care?

Do state policies regulating the use and quality of congregate care affect racial and ethnic disparities in youth running away from foster care?

How can promising education interventions be delivered at scale?

Does extending benefits and care beyond age 18 help youth in foster care achieve better economic and educational outcomes as they transition to adulthood?

The Fellowship will deepen Julia Henly’s understanding of the forces that shape state child care policy and local program implementation for low-income children.

This grant will support the University of Chicago and Abt Associates’ efforts to increase knowledge of what constitutes high-quality implementation studies.

This grant will support a roundtable co-sponsored by Chapin Hall, Casey Family Programs, and the William T. Grant Foundation.

Why does a youth program work better in some places than others? What accounts for this variability?

The investigators will document if and how research evidence is used by child welfare agencies to make clinical and administrative decisions.

The William T. Grant Scholars Mentoring Grant was designed to support the professional development of William T. Grant Scholars and help more researchers of color reach higher levels on the career ladder.

Roderick and Farrington will test alternative theories regarding why on-track ninth graders may have higher graduation rates, and whether any school improvements are associated with changes in student performance and ...

Funds were given to JOBSFIRSTNYC in support of their work with Public/Private Ventures on a project to develop a set of basic interim outcome measures that could be used across workforce development programs, particularly for young adult programs.

How does gender imbalance on college campuses affect young women and men’s dating, relationships, and well-being?

What factors influence the effectiveness of structured mentoring and monitoring interventions designed to reduce school truancy and dropouts?

Funds will support an examination of research use that builds on an implementation study of AB 12, California’s Fostering Connections to Success Act.

Raudenbush and Bloom will continue to develop the field’s ability to conduct more rigorous and cost-effective intervention and measurement studies. They will also advance methods for determining whether intervention ...

Funding was provided to create an ongoing professional community of practice to share findings and develop cross-city research projects across consortia nationally.

Drs. Raudenbush and Bloom will use this grant to continue guiding researchers on how to design group randomized studies.

Support was given to publish a monograph of the University of Chicago’s model for urban elementary schooling.

How can instruction and English Language Learner (ELL) services be best adapted for language minority students?

This is a special initiative at the Foundation, developed with the Principal Investigators to increase the capacity of practicing social scientists to design and carry out credible group-based intervention studies.

Do non-experimental methods provide a viable alternative to randomized experiments when trying to assess the effects of neighborhood on youth outcomes?

What are the roles of social supports, expectations, and guidance in shaping students’ aspirations and college-going patterns?