Started in 1938 as the first William T. Grant Foundation-funded research project, The Study of Adult Development is one of the longest and richest longitudinal studies of human development ever conducted.
Does an intensive, academically-oriented after-school and summer program for low-income, urban youth have positive long-term outcomes on academic engagement, performance, and the selection of and admission to competitive high schools?
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.
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.
