How does teachers’ professional learning about asset-based pedagogy shape Black and Latinx students’ belonging and academic development in different district contexts?
Do restorative justice practices reduce racial inequalities in graduation, criminal justice system involvement, and post-secondary outcomes, and if so, how?
Does utilizing a Discrete Event Simulation (DES) model improve the local relevance and use of research evidence for school-based mental health decision-making?
Do brief psychological interventions designed to mitigate identity threats among Black and Latinx secondary students have enduring effects that reduce academic inequalities?
How do special education policies and practices contribute to patterns of administrative burden faced by immigrant and migrant multilingual families and their children with disabilities?
“There’s a long way to go to providing agency and power to communities who are immigrant newcomers,” grantee Adriana Villavicencio told me during a recent conversation we had on ...
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.
