Our Supporters

Learning and Teaching with Learning Trajectories [LT]2 is a creation of Drs. Julie Sarama and Douglas H. Clements, funded by several partners and grants. 

The Heising-Simons Foundation is a family foundation based in Los Altos and San Francisco, California. The Foundation works with its many partners to advance sustainable solutions in climate and clean energy, enable groundbreaking research in science, enhance the education of our youngest learners, and support human rights for all people.

Guided by the belief that every life has equal value, the Bill & Melinda Gates Foundation works to help all people lead healthy, productive lives. In developing countries, it focuses on improving people's health and giving them the chance to lift themselves out of hunger and extreme poverty. In the United States, it seeks to ensure that all people—especially those with the fewest resources—have access to the opportunities they need to succeed in school and life. Based in Seattle, Washington, the foundation is led by CEO Dr. Susan Desmond-Hellmann and Co-chair William H. Gates Sr., under the direction of Bill and Melinda Gates and Warren Buffett.

The James C. Kennedy Institute for Educational Success seeks to identify innovative and cost-effective means for promoting and sustaining the educational success of vulnerable children from early childhood through post-secondary education. Made possible by a gift from James C. Kennedy, the Institute established a program endowment which supports the research and operations of two faculty chairs in the Morgridge College of Education.

The Institute of Education Sciences (IES) is the nation's leading source for rigorous, independent education research, evaluation and statistics. 

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Special Thanks To

Institute of Education Sciences
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.