Driven by firsthand experience and a passion for equity, Alaria came to Brown to explore how policy can transform urban education and prepare for a future as an educator and leader.

Andrea is an MAT candidate specializing in English education who was drawn to Brown's program for its strong commitment to social justice and culturally responsive teaching. After exploring multiple career paths, she rediscovered her passion for education through a transformative experience working with multilingual learners.

Through his work in education, advocacy, and media, Professor John Palella explores how shared narratives connect generations, empower historically liberated communities, and shape a more just future

Lillian graduated from Brown's MAT Program in 2003 and is currently the founding principal at Latitude 37.8 High School.

Happy is a current senior in Brown's Combined Baccalaureate/Master of Arts in Teaching (MAT) program. After completing her undergraduate degree this month, she will enroll in the MAT program as a member of the English cohort.

Three undergraduate research assistants share how Professor Rangel's guidance shaped their academic journeys and perspectives in the final installment of our series on his research and mentorship.

Alexandra graduated from Brown's Urban Education Policy Program in 2023 and is currently a Transformation Analyst at Boston Public Schools.

Professor Kenneth Wong offered commentary on how the courts might handle the Trump administration's plan to freeze Harvard's federal funding.

In early April, the Brown University Education Department hosted The Power of Teacher Residencies, a dynamic panel exploring how year-long, community-embedded residency programs are reshaping teacher preparation and the broader education landscape.

This article, co-authored by Professor Kenneth Wong, conducts a systematic review of the early Trump and Biden administrations' use of unilateral action to influence PK-12 policy.

Victoria Knox, a dedicated teacher in the extended two-year UEP program at Brown, is working to strengthen the connection between policy and practice in urban education.

This chapter by Professor Yoko Yamamoto reviews parental practices and beliefs centered around children’s learning and education among East Asian parents, including East Asian immigrant parents.

Professor John Palella’s Fall 2025 class invites students to examine fitness through the lens of education studies.

Laura Snyder has been selected as a 2025 recipient of the Karen T. Romer Award for Excellence in Advising, and Andrea Flores has been chosen to receive the Meenakshi Narain Excellence in Research Mentoring (ERM) Award.

In this podcast episode, Professor Kenneth Wong discusses his research on the US Department of Defense schools.

Madeline is a current senior in Brown's Combined Baccalaureate/Master of Arts in Teaching (MAT) program. After completing her undergraduate degree in 2025, she will enroll in the MAT program as a member of the science cohort.

Professor Matthew Kraft provided commentary on education funding and praised more targeted federal investments, like competitive grant programs.

Professor Rangel is deeply committed to mentoring undergraduate students in academic research, viewing it as an investment in the future of academia. Through hands-on experience and meaningful collaboration, he helps shape the next generation of scholars.

Professor Matthew Kraft provided commentary on the efficacy of virtual tutoring programs.

Ryan McCray, an MAT candidate from Providence, was inspired to teach through her diverse work experiences and time as a substitute teacher. She is student-teaching at Blackstone Academy, where she values the school's student-centered approach and commitment to leadership and equity.

Brianna Sailor graduated from Brown's Urban Education Policy program in 2021 and is currently an Education Policy & Research Consultant at Augenblick, Palaich and Associates.

Professor Christopher Cleveland and co-authors examine the predictive power of various student metrics on long-term educational success, finding that while survey-based cognitive and self-regulation measures initially correlate with high school and college outcomes, traditional indicators like test scores, GPA, and attendance-related factors provide stronger and more reliable predictions.