Research Grants

In this descriptive study, von Hippel and Downey want to understand whether racial and economic achievement gaps grow more when school is in session or over the summer.

Roderick and Farrington will test alternative theories regarding why on-track ninth graders may have higher graduation rates, and whether any school improvements are associated with changes in student performance and behavior.

Why is research regarding programs for English language learners (ELLs) used by some people in some contexts, but not in others? Do the attributes of individual educators impact this process?

In this mixed-methods study, Simpkins and her colleagues will focus on the role of culture. They will use data about Latino families and the activities that Latino youth participate in.

How do grades and teachers’ grading practices affect student motivation and achievement?

Deutsch and Futch hypothesize that schools and youth programs are important settings for the formation of youth-adult relationships. They suggest that the quality, culture, and structure of these settings may facilitate or challenge the initiation and longevity of youth-adult relationships.

How do districts acquire research on school-based programming, and how does this vary across districts and among district personnel?

The National Summer Learning Association and the Forum for Youth Investment seek to increase alignment between the summer learning and after-school fields.

This project offers an account of how a district sought to use research and data in its teacher evaluation system and will provide insights for practitioners, policymakers, and researchers who are designing and implementing new teacher evaluation systems.

While evidence-based practices are available to promote positive developmental outcomes for youth in the child welfare system, they are not routinely provided.