How can teachers engage families in the co-design of curricular practices to promote parental engagement and improve STEM outcomes for middle school students of color?
Do state income support policies and practices explain differences in program receipt between Latinx and non-Latinx families and the relative well-being of Latinx children?
Do computer math games have the potential to enhance early number learning for English learners in grades K-1 students and, in turn, to reduce inequality in early math learning?
How can schools design teacher professional development to incorporate asset-based, culturally relevant approaches to math instruction for Latinx students?
Does an intervention to help parents talk to their adolescent children about discrimination and racial-ethnic identity improve children’s ability to cope with discrimination as well as their social, behavioral, ...
What are the most promising strategies to address opportunity-to-learn gaps exacerbated by the pandemic for students of color, students from low-income families, students with disabilities, and English learners in K-12 public schools?
How can schools partner with Black families, community members, and students to create literacy practices that affirm Black students’ identities and engagement? How can district leaders learn from these school-level ...
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.
