Evaluation of High-Dosage Personalized Instruction (2021-2027)
Dr. Grossman is co-PI on a $30M RCT to determine the impact of high-dosage tutoring (HDT) done at scale, the impact of less costly forms of high-dosage personalize instruction, and to optimally target students to both forms of tutoring to dramatically increase the scale of high-dosage personalized instruction. The study also includes companion implementation and cost studies.

Unfinished Learning Brief Series (2020-2021)
To help school districts, serving the most underserved students, effectively help students complete unfinished learning and strategically work to close new and existing opportunity gaps, Dr. Grossman (in collaboration with EdTrust) drafted three practitioner-oriented briefs. They reviewed what research on high-dosage tutoring, expanded learning time and building strong adult-student relationship said about how implementation choices, such as the types of adult that staff the intervention, affects the magnitude of their impacts.

The Job Corps Evidence Building Project (2019-2024)
Dr. Grossman is project director (PD) and co-principal investigator (PI) on this project that will help Job Corps develop and start a series of studies that will build evidence of good practice and engage the program in continuous improvement. The project starts with implementation studies of three Job Corps pilots: Job Challenge in Louisiana, Idaho’s state-run Job Corps initiative, and Job Scholars. This project will also include the development of a research and evaluation framework to support Job Corps’ future learning and innovation.

The Cascades Job Corps College and Career Academy Evaluation (2016-2021)
Dr. Grossman was co-PI on a random assignment impact and implementation evaluation of an innovative Job Corps pilot program targeted at 16-21 year old youth. The pilot aimed to test alternative strategies for helping youth complete diploma and/or certificate programs (including postsecondary coursework), qualify for high-demand jobs and develop the non-cognitive skills and social skills needed to succeed in the workplace and support self-sufficiency.

Evaluation of Generation Work: A Demand-Driven Youth Employment Initiative (2016-2022)
Dr. Grossman is leading a study of system-level initiatives in five cities to spread “Race/ Ethnicity Equity and Inclusion” awareness and practice through their education and training systems, as well as to promote employer-driven approach combined with youth development practices. The goal is to enable disconnected young adults 18-29 to connect to careers paths.

Evaluations of Higher Achievement (2016-2020 and 2006-2013)
Dr. Grossman was the PD and co-PI of both HA’s first randomized control trial ($3 million) and its second RCT ($2.1 million) of its expansion efforts. Both studies examined whether this intensive well implemented academically focused year-round out-of-school-time (OST) program can increase academic performance of disadvantaged 5^th through 8^th grade students. The most recent study also examined the impact on the sample’s college matriculation choices.

Solutions for Educational Equity through Promoting Socioemotional Wellbeing (2018-2022)
As PD, Dr. Grossman oversaw the writing of 10 briefs and holding of two meetings highlighting for the education field how aligning school policies and practices to promote equity by improving students’ social emotional well-being improves learning. The briefs review literature but also interviewed early implementors.

Behavioral Interventions to Advance Self-Sufficiency Next Generation (2016-2024)
This project developed and conducted 9 experiments of “more than a nudge” behaviorally-informed procedural changes in programs run by the US Department of Health and Human Services’ Administration for Children and Families, including in TANF, Child Welfare, and Head Start. From 2017 to 2019, Dr. Grossman was the PD for this project. She continues to be a senior advisor.

Evaluating Accelerating Academic Achievement through Standards-Aligned Expanded Learning (2015-2020)
Dr. Grossman is leading a second, larger RCT of Higher Achievement (funded by i3) with co-PI Dr. Carla Herrera. This study uses data from two RCTs to examine the short and long term impacts on students’ educational outcomes of participation in Higher Achievement, an academically-oriented 4-year expanded learning time program. The study consists of a new RCT of middle school students across approximately 20 sites, and a long term follow up of the sample randomized in the first RCT.