The award will support her Spring 2023 course, EDUC 0560: Cultivating STEM Identities: Teaching for Equity in the Math and Science Classrooms.

The Cobb Teaching & Learning System (CTLS) is a digital learning initiative developed for and by the Cobb County School District (CCSD) in Georgia. Adopting a mixed-methods approach, this case study by Professor Kenneth Wong and UEP alum Spencer Davis '22 AM seeks to analyze CTLS’s design and implementation, focusing on digital transformation and professional collaboration within CCSD.

What does Deion Sanders' decision to leave HBCU coaching have to do with K-12 education policy reform? Professor Jonathan Collins ties the two together in his latest column for Kappan Magazine.

On January 23, the Brookings Center on Children and Families hosted an event where leading education experts, including Professor Lindsay Page, discussed the factors that contribute to college enrollment disparities and ways to improve access to higher education.

Carl F. Kaestle, University Professor and Professor of Education, History, and Public Policy emeritus, passed away on January 5, 2023, in Bloomington, IN. Carl was a towering figure in the history of American education whose scholarship, service, and leadership helped to build and shape the field.

Meet Ally Wright, '13 MAT, who specialized in Secondary English Education while at Brown. She began her teaching career as an English instructor before transitioning into her new role as a Founding Principal of South LA College Prep, a public charter school in Los Angeles, CA.

Professor Kenneth Wong, an authority in governance redesign of school systems, and other leading education professionals comment on the crisis of confidence in the North Kingstown, RI school system operations and offer suggestions to kick off recovery efforts.

Public discourse at school board meetings has grown more heated and more politicized, leading some boards to limit sometimes lengthy public comment time in favor of expediency. This choice breeds distrust amongst constituents and closes opportunities for accountability and transparency. Professor Jonathan Collins offers ideas for how boards can change routines to build trust with parents.

A recent study by John Papay of Brown University and Heather Hill of Harvard University on successful professional development strategies offers a promising path forward for teachers to avoid burnout.

School boards around the country have sought to limit public comment at their meetings in recent months, many in response to overheated debates on issues like COVID-19 precautions and equity for LGBTQ students. “If they don’t have conversations with the public, they might be making decisions more efficiently, but they are also opening themselves up to a lot of distrust,” says Professor Jonathan Collins.

Professors Matthew Kraft, Lindsay Page, Jonathan Collins, and faculty affiliate Susanna Loeb have been recognized by Education Week as being among the nation's 200 most impactful university-based scholars in education policy in 2022.

Between the 1970s and 1980s, a bipartisan group of philanthropists, educational researchers, and eventually the Ronald Reagan administration politicized the image of the strict Black school disciplinarian as the key to urban school turnaround. In this article, Professor Mahasan Chaney writes about this image became a substitute for (more expensive) structural urban school reforms and how this idea demonstrates that discipline became a dominant focus of school reform after 1970.

Based on long-term ethnographic fieldwork, Professor Andrea Flores demonstrates how DACAmented and undocumented youth struggle with the hidden personal costs of educational access and the upward mobility it promises.

Professor John Papay is an Associate Professor of Education and Economics at Brown University. His research focuses primarily on two major areas: policies that affect teachers and the equitable distribution of effective teachers across schools, and how educational institutions affect student success from K-12 to college and beyond.

Meet Roosevelt Saifa Brown '23 A.M., Urban Education Policy! After nearly a decade of working in urban school districts, Roosevelt joined UEP to learn how to improve structural and systemic issues in urban public education.

“High-impact tutoring is a relationship-based tutoring,” said Susanna Loeb, the director of the Annenberg Institute at Brown University, which produces research on effective education practices. “It relies on an adult to understand a student, understand their needs, be there to celebrate successes with them, be there to support them.”

David Upegui, Adjunct Lecturer in Education, Teacher Residency Site Leader at Central Falls, and science teacher has been named among the 2022 nationwide class of PBS Digital Innovator All-Stars for his work encouraging students to be innovative thinkers and future community leaders.

Mahasan Chaney is an Assistant Professor of Education. Her research and teaching focus on education policy and the history of education, and center on three related policy areas: the racial politics of education, the politics of school punishment, and the ideologies and discourses of education reform.

Professor David Rangel contributes to a multi-part discussion about the growing needs of low-income families as well as the extent to which public policy effectively serves them and how it can be improved.

In a study co-authored by Professor Matthew Kraft, Danielle Sanderson Edwards, and others, researchers show that teacher vacancy levels vary drastically between schools in the same communities.

Meet Celenah Watson '23, a Brown undergraduate concentrating in Education Studies. Celenah is also a co-leader of our Departmental Undergraduate Group (DUG), which plans events and activities to build a sense of community within the concentration.

Alums of Brown University's Master of Arts in Teaching (MAT) program and former Urban Teacher Education Program (UTEP) answer the question: what keeps you coming back to the classroom each year to teach?

It's clear that school policing needs to change. In his latest column for Kappan Magazine, Professor Jonathan Collins lays out an idea of what community policing in schools should look like.

Over the past decade, “nudging” has gone from a novel concept to standard practice across many higher education institutions. Professor Lindsay Page weighs in on whether–and when–nudging works and should be deployed to improve student outcomes.