2009

How do students’ changing relationships with parents, teachers, and peers influence their math/science achievement and course taking? How do these influences shift over time and within contexts defined by their level of economic disadvantage, race/ethnicity, and immigration status?

How are healthy children’s development, education, and employment outcomes affected by a sibling’s chronic or severe health problems?

Do daily diaries effectively measure family interactions among mothers, fathers, and adolescent children? Which family environments support healthy child well-being and parent engagement?

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.

Drs. Raudenbush and Bloom will use this grant to continue guiding researchers on how to design group randomized studies.

Can reducing class size during the early grades lead to improved educational outcomes, higher incomes, and better health in adulthood?

This study is adding a youth component to the investigators’ Moving to Opportunity (MTO) housing mobility experiment analysis to determine what setting changes and social processes might account for the youth outcomes, particularly for the discrepancy between boys and girls.

I have a Dream Foundation – New York (IHDF) will use this award to strengthen the college preparation section of their program, which serves youth who live in under-resourced areas of the tri-state region.

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.

Support was given for a new series of Mayors’ Institutes on Children and Families.