Boston College

In this project, the researchers will develop, refine, and conduct an initial pilot study of an intervention program for LGBTQ+ students, called the Empowerment Program for Individual and Collective Health (EPIC-Health). Many LGBTQ+ students contend with unsafe learning environments and report greater school avoidance, poorer report card grades, and lower intentions to complete high school. There are few school-based interventions for LGBTQ+ youth who need tailored interventions to address t...

This team will serve as a network lead team for the Extending the Reach of Career and Technical Education (CTE) Research network. As lead, they will coordinate the work of IES-funded CTE research teams and support the development and dissemination of new CTE research knowledge. They will coordinate a learning community of its member research teams, conduct an evidence review of work-based learning (WBL), offer a research training institute with a focus on equity in CTE research, and bridge r...

The Mary E. Walsh Center for Thriving Children at Boston College and the Indiana Department of Education will collaborate to understand the potential role of comprehensive student support in closing the gap in access to resources and helping students and schools succeed. This project team aims to examine the extent to which academic achievement and behavioral outcomes for marginalized students have changed since the COVID-19 pandemic disruptions and then focus on investigating the impact of ...

The primary objective of the project is to explore the effects of spatial representations of magnitude on the acquisition of advanced arithmetic strategies, a key predictor of math achievement. The project is expected to contribute to a theoretical understanding of the relation between the domains of number and space, as well as provide a scientific basis for determining whether and how to integrate spatial information into future math interventions.

This project will examine associations between Gay-Straight Alliance (GSA) practices and experiences and social-emotional and academic outcomes for sexual and gender minority (SGM) students. School-based extracurricular settings such as GSAs may promote a sense of school belonging, hope, positive affect, and self-worth in SGM students, which in turn may support positive academic outcomes. GSAs are now in over 37 percent of high schools across the United States, yet there is little data to in...

This purpose of this study is to determine the efficacy of City Connects, a student support intervention that addresses out-of-school factors that can affect students' ability to succeed academically and thrive in school. Research indicates that out-of-school experiences are a critical factor in children's success in school, and that poverty is a major factor in inequality in education outcomes. The City Connects intervention has provided support to students in high-poverty, urban elementary...