The University of Chicago

How do child welfare agencies use an artificial intelligence (AI) tool to monitor compliance with policy-mandated requirements for the use of research evidence, and how does this practice shape organizational actors’ conceptual use of research evidence?

How does teachers’ professional learning about asset-based pedagogy shape Black and Latinx students’ belonging and academic development in different district contexts?

Do restorative justice practices reduce racial inequalities in graduation, criminal justice system involvement, and post-secondary outcomes, and if so, how?

This award provided support for a two-day conference held at the University of Chicago to increase underrepresented scholars in STEM research.

Does high dosage tutoring at scale reduce academic inequalities by race, ethnicity, and economic standing?

Can an intervention that informs parents about their child’s likelihood of being removed from disability benefits improve child outcomes?

How do the organizational practices of public welfare agencies support or undermine family processes and adolescent development in poor rural communities?

How do disciplinary practices in schools affect inequality, particularly on the basis of race and gender?