Name: Natalie Villacres

Hometown: Queens, New York

Program: Urban Education Policy

Education: Brown University, B.A. Education and B.A. Psychology

What drew you to the UEP program at Brown?

After completing my bachelor’s in Education Studies at Brown, I developed such a deep admiration for the department’s unwavering commitment to improving education for the public good. Throughout my four years, I built meaningful relationships with professors and students who shared a vision of access, equity, and systemic change, receiving support and mentorship from individuals whose guidance, wisdom, and genuine care strengthened my resolve to make a difference. In learning from scholars and practitioners actively challenging the status quo in Providence and beyond, I was inspired to continue this work, and the knowledge that I took away from my coursework and research left me eager to pursue further education.

I am so excited to be taking what I’ve learned as an undergraduate and building upon it through the rigorous, practice-oriented training of the UEP program, working alongside professors and my fellow students as we fight for justice within schools. The UEP program prepares students to take our studies and apply theory into practice, nurturing our skills as leaders and agents of change within today’s fragmented education system. I see this next step at Brown not only as a way to deepen my expertise, but also as an opportunity to prepare myself to influence policy and practice in ways that advance equity and opportunity for all students.

What has been your favorite UEP class and why?

My favorite UEP class so far has been Professor Emily Qazilbash’s course, EDUC 2367, Strategic Management of School Organizations. In this course, students not only delve into best leadership practices and strategies within the field of education, but also learn so much about themselves and one another throughout the semester. As a part of this class, each student in the cohort prepares a “public narrative,” telling their story in a way that many of us have never done before. Students must identify their core values, reflecting critically on what drives them in this work and what makes them the person they are today. Students have taken a myriad of approaches for this assignment, from creating powerpoint presentations outlining their entire life in just ten colorful, picture-filled slides, to writing poetry about a singular, pivotal moment in their educational journey that pushed them to enter the policy world. These narratives have allowed us as a cohort to foster and appreciate vulnerability, and I have both greatly enjoyed learning about my fellow classmates and sharing my story with them.

Where is your internship placement and what are you working on?

I am currently interning with the Boston Public Schools District (BPS), working alongside their Office of Multilingual and Multicultural Education. Throughout the next nine months, I will be responsible for developing a self-monitoring system to ensure that BPS meets state compliance requirements for English Learner Education programs. In doing so, I will review state policies and compliance standards related to multilingual education, audit BPS’ existing monitoring systems and practices for supporting English Learners, and design a unified project plan that aligns BPS’ monitoring processes with state regulations and strengthens accountability.

What do you hope to accomplish through the UEP program?

By the end of my time in the UEP program, I hope to have developed the professional skills necessary to advocate for and implement policies that advance equity for multilingual learners and students from historically marginalized communities. I want to deepen my understanding of how systems-level decisions shape classroom experiences and learn how to design responsive, culturally sustaining practices that support diverse student populations. By collaborating with peers and faculty who share a commitment to systemic change, I aim to leave the program prepared to influence educational policy as a policymaker or legal advocate, fighting to ensure that diversity, culture, and identity are recognized as assets rather than barriers in public education.

What does educational equity mean to you?

To me, educational equity means that every child can walk into a school and feel loved, seen, and enough. I want to spend the rest of my life helping build classrooms that value and include all children, moving past deficit-framing as the norm for marginalized groups. Systems must be reimagined to ensure that students’ languages, cultures, and identities are celebrated as central to their learning, creating structures that uplift the communities most impacted by educational inequities today. 

What is your favorite part about Providence and Brown?

My favorite part about Providence and Brown is the people. Brown holds a reputation for inclusion and diversity throughout the university, and these core values were something that I witnessed each and every day on this campus as an undergrad. Coming from a first generation, Latino household in Queens, traveling to Rhode Island for school was incredibly daunting, and I was worried that I would not feel as though I belonged here, as I typically did not feel that I fit in at schools growing up. Here, however, I have been surrounded by so much love, support, and diversity within and beyond my classes, truly enriching my educational and social experience over the past few years. Whether it was being surrounded by other low-income students of color navigating higher education, or being able to join a mariachi band to celebrate Mexican culture, the people in these spaces have truly offered me a second home while empowering me to embrace my identity. Every person I have encountered at Brown, including faculty and students, has provided me with a sense of warmth and community that I do not think I would have been able to find anywhere else. The people here are so open-minded, welcoming, and equity driven, and I am constantly inspired by the people around me who are working toward a more just and inclusive world. 

How do you like to spend your free time?

I am currently the band manager and one of the violinists for Brown’s Mariachi band! I spend a lot of my time outside of classes organizing performances, rehearsing with the group, playing at events, and practicing the violin. I also love riding my bike around Providence when I have the chance, especially on sunny days where I go to a park or cozy cafe to study before class. 

What are you hoping to do after graduation?

After I graduate in May, I plan to take a year off of school in order to dedicate my time to policy or legal work before applying to law school in the fall of 2026. I hope to stay in the New England area, whether it is in Providence, Boston, or New York, spending my time meaningfully while getting through the stress of application season! My ultimate goal is to obtain my JD in order to fight for those who are failed by the very systems that claim to serve them, committing my career to educational equity and possibly moving into civil rights education law. 

What has been a highlight of the program?

One of my favorite highlights from the program so far is the new content I am learning that I did not have the opportunity to delve into during my time as an undergrad. Although data analytics is a topic that strikes fear into the hearts of many students like me, I have greatly enjoyed diving into statistics during my summer and fall classes, learning more about a topic that I never felt confident enough to approach before this program. Both my professors and fellow classmates offer so much support and grace as I tackle skills and topics that are completely new to me, and I am excited to continue learning more about data and policy evaluation in class. 

Another highlight has, of course, been the people in my cohort and in the Masters in Art of Teaching (MAT) cohort. Every single individual in my small UEP cohort is such a beautiful human being, and it has been such a privilege to get to know each of them and their passions that drive them in the field. Interacting with the MAT students as well has been such a joy, and I am so grateful to be a part of a department filled with so many incredible people and unique stories.