In this chapter, Professor Lindsay Page and co-authors present the economic rationale for financial aid, a summary of how aid works in the US context, and common methodological challenges in the study of financial aid.

Three grads of Brown’s master’s program in urban education policy are working to help Providence families get their kids to college. One, Madalyn Ciampi ’17 AM, helped launch the nonprofit Providence Promise six years ago and is the organization’s executive director. Two others joined her: Rachel Palumbo ’21 AM, development manager, and Chandana Srinivas ’21 AM, family engagement director.

A team of researchers, including Professor John Papay, has released a new report on the challenges and opportunities that Rhode Island's education system faces as the state emerges from the pandemic. As a valuable resource for ongoing efforts to enhance public education across the state, the report underscores the importance of collective action in ensuring a brighter future for Rhode Island's students.

In August, LeBron James' I Promise school in Ohio came under scrutiny for its low test scores. District politics and systems may be ruining LeBron’s initiative, writes Professor Jonathan Collins.

On this episode of "Trending Globally" Dan Richards talks with Professor Jonathan Collins about participatory budgeting — where it came from, what it looks like on the ground, and how it might help strengthen our democracy, one community at a time.

Danielle Emerson '23 is a Diné writer from Shiprock, New Mexico, on the Navajo Nation. She has a B.A. in Education Studies and a B.A. in Literary Arts from Brown University. She writes fiction, poetry, plays, and creative essays, drawing on personal narratives and places of home—wherever that may be.

Despite documented benefits to college completion, more than a third of students who initially enroll in college do not ultimately earn a credential. A paper co-authored by Professor Lindsay Page reports on the effect of a text-based chatbot with artificial intelligence (AI) capability on college students' academic task navigation in introductory courses.

Professor Yoko Yamamoto and co-author, Naoko Yabuta, published a book chapter in "Contemporary Perspectives on Research on Immigration in Early Childhood Education." In addition to demonstrating cultural beliefs and educational practices that bring challenges to immigrant students, Yamamoto and Yabuta examined a wealth of research on "empowering schools" that bring human rights education and culturally responsive practices in Japan.

Professor Matthew A. Kraft and co-authors in this paper document a largely unrecognized pathway through which schools promote human capital development – by fostering informal mentoring relationships between students and their teachers, counselors, and coaches.

Professor Yoko Yamamoto has authored a chapter "Education, Cultural Capital, and Social Class Reproduction" published in Sustainability, Diversity, and Equality: Key Challenges for Japan. The chapter aims to present students’ educational opportunities and experiences related to family socioeconomic status (SES) in Japan.

A new article by Professor Andrea Flores explores how immigrant-origin Latinx youth in Nashville, Tennessee, who are active community volunteers, linked volunteering to moral personhood and their claims to national membership.

Professor Snyder, a valued teacher in Brown's Department of Education, has been promoted to Senior Lecturer.

Professor John Palella's undergraduate course examines what a high school U.S. history class could look, sound, and feel like when taught through the experiences of LGBTQIA people and communities.

Brown University's Department of Education is pleased to welcome Katie Rieser, who has joined the faculty as Director of the Master of Arts in Teaching program and a Senior Lecturer in Education. Katie's research connects teacher education pedagogy with anti-racist best practices in K-12 schools.

24 Master of Arts in Teaching (MAT) graduate students presented their capstone projects in a roundtable format to faculty, fellow students, mentors, and local educators.

The presentation integrates all facets of the graduate learning experience and provides an opportunity to demonstrate the ability to apply the tools of education policy research by examining a contemporary policy issue.

This article by Professor Andrea Flores examines how time creates immigrant il/legality. It centers on a young, undocumented immigrant who was stopped by police following a traffic violation and held in custody pending potential deportation.

Professor Kelly will travel to Guatemala with educators and pre-service teachers to engage with local educators, youth, and families, and to exchange ideas and understanding of Guatemalan and U.S. educational systems and practices.