Do the effects of a coaching program found to reduce the racial discipline gap in a teacher’s single classroom generalize to the teacher’s other classrooms?
What circumstances bring parents under Child Protective Services (CPS) supervision? How do parents respond after their children are removed from them? How does CPS intervention change the attitudes, behaviors, and material conditions of birth parents?
Can a school-based intervention focused on increasing school motivation and academic outcomes of low-SES adolescents have positive effects on students’ health?
Research can serve the public interest when it is used to inform decisions. But for researchers at all levels of the career ladder, getting your work used in ways that shape policy and practice can be a challenge.
Reflecting on the odds of upward mobility in light of a widening opportunity gap in the United States, Harvard’s Robert Putnam states simply: “Any notion that you can ‘pull yourself up by your boot straps’ sounds ridiculous now.”
Systematically considering programs, practices, and policies that may move the needle in some of these important areas is the next frontier of research if we want to address inequality for this fast growing group of students.
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.
