post_year

2021

Awarded Grants

Grant

Who Benefits from the Public PreK and Increased K-12 Funding? Dynamic Complementarity in California’s Education Policies

Does increased K-12 funding reduce inequality in academic and social-emotional outcomes, and are the effects stronger in contexts where students have had greater access to state pre-school and pre-kindergarten programs?
Rucker Johnson
University Of California At Berkeley
2021 – 2024
$596,809
Grant

Administrative Burdens in Free-College (Promise) Programs and Postsecondary Outcomes for Racially Minoritized Students

Do eligibility criteria and application processes in free-college programs disproportionately affect racial or ethnic minorities?
Denisa Gandara
University Of Texas At Austin
2021 – 2026
$350,000
Grant

EMBRacing Technology to Improve Black Youth’s Coping with Racial Discrimination to Reduce Psychosocial Inequalities

How can therapeutic interventions decrease the impact of racial discrimination on Black youth’s mental health?
Riana Anderson
Columbia University
2021 – 2026
$350,000

Articles & More

Blog Post

Responding to Complexity: Co-producing Knowledge and Interventions to Improve the Well-being of Youth and Families

Almost immediately after being awarded the grant, it was clear that the compound impacts of COVID-19 and the multiplying complexity of the lives of families and youth had eclipsed our ...
Gautam Yadama
Responding to Complexity: Co-producing Knowledge and Interventions to Improve the Well-being of Youth and Families
Blog Post

President’s Comment: Effective Programs are Not Enough, We Need Structural Change to Reduce Inequality

Since 2015, the William T. Grant Foundation has funded research on programs, policies, and practices that reduce inequality in youth outcomes. We have supported a diverse pool of highly accomplished researchers, ...
Adam Gamoran
President’s Comment: Effective Programs are Not Enough, We Need Structural Change to Reduce Inequality
News
  •  Jul 27, 2021

Announcing a $300,000 Grant to Support Research on Reparations for Black American Descendants of Enslaved Persons

In what may be a historic first for a national foundation, the William T. Grant Foundation today announced a $300,000 grant to the Samuel DuBois Cook Center on Social Equity at ...
Foundation Staff
Announcing a $300,000 Grant to Support Research on Reparations for Black American Descendants of Enslaved Persons
Publication

Research-Practice Partnerships for Racially Just School Communities

By bringing together university researchers with practitioners and community members, RPPs in education help to ensure that the processes and outcomes of research directly enrich educational practice and policy in ways that community members most desire.
Camille M. Wilson
Research-Practice Partnerships for Racially Just School Communities
Publication

Partnerships in Action: A New RPP Highlights the Field’s Evolution

Even to a casual observer, the research-practice partnerships “tent” has expanded considerably since the seminal 2013 paper by Coburn et al., Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts.
John Easton
 and Meg Bates
Partnerships in Action: A New RPP Highlights the Field’s Evolution
Publication

Racial Equity and Research Practice Partnerships 2.0: A Critical Reflection

RPPs have the potential to forge relationships that lead to new possibilities for racial justice. However, they also run the risk of reproducing the very inequities that many claim to challenge. To avoid the second scenario, we need to confront ...
John Diamond
Racial Equity and Research Practice Partnerships 2.0: A Critical Reflection
Publication

Research-Practice Partnerships in Education: The State of the Field

Research-Practice Partnerships in Education: The State of the Field expands on the 2013 white paper Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts by scanning the current landscape of partnerships, identifying points of variation...
Caitlin Farrell
,
William Penuel
,
Cynthia Coburn
,
Julia Daniel
,
and Louisa Steup
Research-Practice Partnerships in Education: The State of the Field

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