Can reducing administrative barriers increase participation in a school-based food assistance program, thereby reducing food insecurity and improving outcomes among low-income and Latinx families?
Do policies that reduce administrative burden in social safety net programs reduce child poverty rates and narrow racial and ethnic disparities in benefit participation?
Are programs that recruit local teachers from underrepresented backgrounds an effective way to build and retain teacher diversity and serve students of color?
How can a networked improvement community facilitate the creation of school-based solutions to improve literacy outcomes for Black and Latinx students?
How do state teacher diversity policies vary and what is the potential of teacher diversity to reduce ethnoracial inequalities in district academic outcomes?
This grant will strengthen an existing partnership between the Center for Urban Education Leadership at the University of Illinois-Chicago and the Chicago Public Schools.
To what extent does carceral ideology—an orientation toward punitive practices—act as a structural barrier to reducing persistent educational inequalities for Black 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.
