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?
Can a school-based intervention focused on increasing school motivation and academic outcomes of low-SES adolescents have positive effects on students’ health?
How are elementary schools’ policies and practices for special services (e.g., special education, English acquisition, and gifted/talented education) shaped by communities’ immigration contexts?
How has the spread of the Common Core State Standards (CCSS) changed relationships among organizations in the K–12 education sector, and what consequences are evident for teaching, learning, and achievement inequality in U.S. schools?
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.
It’s important to recognize that the form of research contributes to the social sense-making process, and can create a body of shared understandings based on research principles. Research designed for use, with specific guidance for practice, can embed common ...
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.
