Research Grants

Does the length of time/frequency of classroom observations impact the reliability and validity of the CLASS measurement system? How stable are variance estimates in a G-Study, and do they produce replicable results in a D-Study?

How do housing contexts—including physical qualities, affordability, residential stability, and ownership—influence the cognitive, behavioral, and social development of economically disadvantaged youth?

When and how is knowledge about youth development used in the juvenile justice system?

In what ways do program content, social processes, and setting resources interact to create the environments experienced by youth?

The study seeks to help improve participant retention in the NFP as well as help guide future efforts to implement the program as it is replicated in new sites.

How do adolescents’ engagement in youth programs and their interactions with program leaders and parents contribute to their development of self-direction?

What accounts for the success of high schools that have positive academic outcomes for urban, low-income Latino students?

Latinos are the largest and fastest growing ethnic group in the U.S., but they are significantly underrepresented in higher education.

School district administrators are responsible for making important decisions about instructional policy, such as the evaluation of teacher performance, designing professional development for teachers, and adoption and use of student assessments.

Numerous federal initiatives are increasing the incentives and pressures for state and local education agencies to adopt policies and practices that are grounded in research, yet little is known about how these agencies access, evaluate, or use research findings.