Does exposure to misinformation give rise to state-level anti-transgender policies targeting youth? Can an intervention mitigate the effect of misinformation on attitudes toward transgender youth?
Northwestern University’s School of Education and Social Policy will partner with the Evanston Township High School District 202 and Evanston/Skokie District 65 to provide more equitable school experiences for low-income students and students of color.
Ispa-Landa will use this award to develop work routines that facilitate strong, trusting ties with graduate students of color in more structured, intentional, and planned ways.
What types of high-school counseling activities can help low-socioeconomic status students apply to colleges to which they are well-matched and thereby improve their college completion outcomes?
Destin will use this award to cultivate a culture among his mentees that incorporates collaboration and interpersonal sharing so that individuals can bring their whole selves into their work.
To what extent do community college enrollment, career and technical education, and vocational certification and training programs improve academic and employment outcomes for low-income youth?
Can a school-based intervention focused on increasing school motivation and academic outcomes of low-SES adolescents have positive effects on students’ health?
Can a large-scale apprenticeship after-school program for high school students improve positive youth development, marketable job skills, and academic performance, and prevent problem behavior?
How do adolescent experiences of daily life change as they transition from the high-school to the post-high school years? How do changes in experiences of daily life relate to changes of emotional well-being?
What organizational practices appear to have the best payoff in terms of improving the quality of after-school program implementation? Which practices are not promising?
What biological, cognitive, emotional, and social factors predict the emergence of affective disorders in adolescents as they transition to early adulthood?
Jonathan Guryan is a PI on 1 grant to Northwestern University, a co-PI on 1 grant to Harvard University, and a co-PI on 1 grant to Chapin Hall at the University of Chicago.
In this chapter from What Works Now: Evidence-informed Policy and Practice, Vivian Tseng and Cynthia Coburn delineate the evolution of evidence use in the United States, specifically the ways that research evidence has been used in public education. From the ...
When and under what conditions can a district central office learn from external partners for their improvement efforts? External partners, such as vendors, consultants, and researchers, can share materials and expertise to support instructional improvement efforts in districts. An increasing ...
Policymakers, funders, and researchers today view research–practice partnerships (RPPs) as a promising approach for expanding the role of research in improving educational practice. Although studies in other fields provide evidence of the potential for RPPs, studies in education are ...
We recently observed and interviewed leaders in a major urban school district as they set out to revise their district’s school improvement policies. In pursuing their goals, the leaders we followed drew heavily from the 2010 book, Organizing Schools for ...
In “The New Forgotten Half and Research Directions to Support Them,” James Rosenbaum and colleagues find that many young people who enroll in community college fail to complete their studies and attain a degree, and that these youth fare no ...
Excerpt from the Introduction Pressures are increasing on educational policy and practice to use research to guide improvement. In recent years, federal programs such as No Child Left Behind, Reading ...
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.
