For the past 15 years, MDRC has been conducting a random-assignment evaluation of Career Academies, a secondary education model in which schools structure their curricula and student opportunities around career themes.
How do the physical and social features of the home setting affect the sleep, health, and behavior of disadvantaged, urban boys and girls who have been exposed to community and family violence? How can this knowledge be harnessed to improve ...
How do conditional cash transfers (CCTs) to low-income families affect youth time use, family interactions, youth academic expectations and motivations, and youth mental health and behavior problems?
Most English-language learners (ELLs) are taught in all-English language classrooms, and we know very little about what features of those classrooms are associated with higher levels of ELL achievement.
What role do the social climates of classrooms and non-instructional settings (e.g., lunchrooms, playgrounds, and hallways) play in predicting youth risk behaviors and outcomes?
The team that developed CLASS will use this grant to develop easy-to-administer tools that assess teacher-student interactions using student and informant (principal/supervisor) surveys.
How do district and school staff acquire, interpret, and use research evidence to reform schools designated as in need of “corrective action” by the No Child Left Behind Act (NCLB)?
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.
