Does a culturally adapted evidence-based parent-child intervention improve outcomes for Black children diagnosed with a disruptive behavior disorder to reduce racial inequalities in disciplinary and academic outcomes?
Is a culturally responsive, trauma-informed intervention a feasible and acceptable approach to mitigating the effects of violence and discrimination among Latinx families?
Can a youth participatory action research intervention successfully improve the use of youth-generated research evidence in school decision-making to influence school climate outcomes for youth?
How do culturally sustaining, multilingual, and multimodal Science of Reading-aligned literacy practices support reading development among Black multilingual learners from immigrant backgrounds?
Does an increase in government-subsidized access to high-opportunity neighborhoods reduce academic and economic disparities for students from low-income families? What are the spillover effects on students who remain in low-opportunity ...
Is it feasible to study evidence requirements in school districts’ requests for proposals (RFPs) as a lever for improving the use of research evidence in public education?
How does a national alliance of higher education intermediaries and advocacy organizations shape decision-makers’ use of research evidence on racial equity in higher education settings?
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.
