Do the effects of a coaching program found to reduce the racial discipline gap in a teacher’s single classroom generalize to the teacher’s other classrooms?
How has the spread of the Common Core State Standards (CCSS) changed relationships among organizations in the K–12 education sector, and what consequences are evident for teaching, learning, and achievement inequality in U.S. schools?
Does a school-based intervention to enhance students’ social support reduce racial and socioeconomic inequalities in academic, behavioral, and health outcomes?
Systematically considering programs, practices, and policies that may move the needle in some of these important areas is the next frontier of research if we want to address inequality for this fast growing group of students.
Understanding the problem of research use is not enough. As we embark on the next phase of this initiative, we want to support studies of how to improve the use of research evidence in ways that benefit youth.
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 ...
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.
