Will offering increased financial aid to low-income students affect educational outcomes, such as college performance and completion? How will it impact these students’ family and peer relationships?
Information on instructional content, taken from teacher logs and ratings of teacher assignment quality, can be used separately to predict differences in student achievement.
Can researchers create cost-effective measures to assess how teacher practices are related to student norms regarding academics, or which students are seen by their peers as leaders?
Dr. Alexander has reached an agreement with Harvard’s Murray Research Center to store all Beginning School Study (BSS) survey and school record data for future dissemination to the research community.
Support was given for a series of policy forums in Washington, D.C., which will focus on the effective use of research-based knowledge in shaping policy and practice in education.
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.
