Professor Matthew Kraft provided commentary on the impact extreme weather events can have on the education system.

This column references Professor Matthew Kraft's research on high-dosage tutoring.

Dr. Emily Qazilbash is the Director of the UEP program and a Professor of Practice in Education. Previously, she served as Chief Human Capital Officer for Boston Public Schools and began her career as a teacher in Baltimore and Boston. Her research focuses on teacher quality, educator evaluation, unions, and school reform. She holds degrees from the University of Virginia and Harvard Graduate School of Education.

This opinion essay references research co-led by Professor Matthew Kraft on large-scale tutoring programs.

Professor Kenneth Wong offered commentary on the legality of layoffs at the U.S. Department of Education.

Professor Matthew Kraft offered commentary on a new analysis that reveals how the disparate impacts of catastrophic events like the L.A. fires extend to students too.

Alana Gerber is a MAT candidate who is passionate about fostering critical literacy skills through student-centered learning. Currently student teaching at Hope High School, Alana values the MAT program’s close-knit community and faculty support.

Brown’s Urban Education Policy (UEP) program hosted a gathering designed to foster meaningful connections between current students and accomplished alumni.

In this article, Professor Kenneth Wong discusses the Department of Education’s role in supporting vulnerable and underserved K-12 students, particularly through programs like Title I.

Meet Alexa Kastner, a UEP student and passionate advocate for educational equity. Through her internship at the Annenberg Institute at Brown University, she works on high-impact tutoring initiatives while applying her analytical skills to drive meaningful change.

Katie Rieser is the Director of the MAT program and a Senior Lecturer in Education. Previously, she taught English Education at Harvard and spent a decade as a middle and high school teacher and curriculum dean. Her research focuses on teacher education and anti-racist practices in K-12 schools.

Research co-led by Professor Matthew Kraft found that public school students spend vastly different amounts of time in class each day, depending on where they live.

Professor Christopher Cleveland weighs in on the impact of DEI program cuts in schools.

Professor Lindsay Page and other authors discuss the potential impact of research funding cuts on education effectiveness and efficiency.

Meet Ellie Jurmann, a passionate future educator dedicated to making math both engaging and empowering for middle school students. Ellie shares her journey through Brown’s Bacc/MAT program, the joys of student teaching, and her hopes for creating a classroom where students feel supported, challenged, and valued.

Professor Andrea Flores argues that proposed Tennessee legislation allowing public schools to deny enrollment to undocumented students threatens the state's future by undermining the 1982 Supreme Court decision in Plyler v. Doe.

Niyanta’s project merged her passion for engineering with her deep commitment to social justice

Professor Palella contributed an essay on queer comics to the forthcoming book, Teaching LGBTQ+ History: Practical Strategies and Voices of Experience

In this paper, Professors Yoko Yamamoto and Jin Li, along with their co-authors, examine young children's perspectives on parental support for children's learning (PSCL) within Chinese immigrant families. While extensive research has explored PSCL in these communities—primarily from the parents' perspective—there is little insight into how young children themselves perceive and experience this support.

In this chapter, Professors Yoko Yamamoto and Jin Li, along with their co-author, examine East Asian immigrant parents' involvement in their children's education, with a particular focus on family-school relationships. Their research highlights the diverse models of family-school engagement that shape immigrant families’ motivations and approaches to supporting their children's learning both at home and in school.

Nina’s capstone explored the ethical complexities of working within entrenched systems

Teacher training is costly and sometimes ineffective, especially if teachers are not fully engaged. In this paper, Professor Pierre de Galbert and his co-authors present findings from a randomized evaluation of an incentivized online teacher training program implemented in Bangladesh during COVID-related school closures. One treatment group received training and the other also received a moderate financial incentive.

Grace's capstone explored how strengthening alumni connections can create meaningful support systems for first-generation, low-income Black students at Brown