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How can we assess whether research has influenced the thinking and decision making orientations of policymakers and practitioners?

Which tutoring programs and practices are most effective at supporting students of color and students from low-income families? v

Can training teachers to address unconscious racial bias improve African American students’ academic and behavioral outcomes?

Do ethnic studies courses reduce racial and ethnic inequalities in students’ academic and socio-emotional outcomes?

Can two NYC district-wide plans to diversify middle schools through student assignment policies result in greater diversity, improve student outcomes, and reduce the achievement gap by race and class?

Can the Coordinated Knowledge System for improving the use of research evidence in mental health be made less intensive yet still impactful?

How can policymakers, school district leaders, and school leaders develop and implement racial equity policies that reduce inequalities for Black students?

Can empowering teachers and school leaders with evidence about the drivers of racial/ethnic disparities in their school improve their school discipline practices and policies?

How can websites targeted at education practitioners be more effectively leveraged to promote the use of research evidence?

Can an intervention that informs parents about their child’s likelihood of being removed from disability benefits improve child outcomes?

How do college and university policies shape the lived experiences of transgender and gender nonconforming students and contribute to mental health inequalities?

Do school choice plans that prioritize families in underserved neighborhoods reduce educational inequality for low-income students and students of color?

Do sanctuary city policies help protect the mental health of Latinx immigrant children and their parents?

Can a prosecutor-led diversion program reduce racial/ethnic inequality in youth contact with the juvenile justice system?