How might an integrated data-based decision making framework reduce racial and ethnic disparities in school discipline referrals and access to school-based mental health supports?
Can a light-touch intervention that provides information, nudges, and financial incentives to high-achieving, low-income students help them apply for and get into college?
Strong measures are needed to assess when and how research-practice partnerships are effective and can improve the use of research evidence in policy and practice.
New research has the potential not only to shape the school finance debate in years ahead, but improve policies and ultimately reduce inequalities in student opportunities and outcomes.
In this chapter from What Works Now: Evidence-informed Policy and Practice, Vivian Tseng and Cynthia Coburn delineate the evolution of evidence use in the United States, specifically the ways that research evidence has been used in public education. From the ...
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.
