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?
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.
Groundswell will use this award to train their teaching artists to better identify and appropriately address the disruptive behavior of some of the program participants.
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.
