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Research Agenda

Introduction The National Center for Elimination of Educational Disparities (NCEED) is committed to reimagining the future of education across the PK–20 spectrum and advancing academic achievement, well-being, and equity in the Baltimore community, the State of Maryland, and beyond. As a national interdisciplinary research center, NCEED is driven by its mission to investigate critically important questions related to the academic, social, emotional, and economic thriving of children and adults, with particular attention to historically underserved and marginalized populations. While our work is rooted in local partnerships, the insights and innovations generated through our research and interventions are designed to inform national and global eﬀorts, establishing NCEED as a model for advancing equity, promoting economic equality, and transforming educational systems to support thriving for all.

VISION Driving systemic change to transform public schooling and eliminate educational disparities in Maryland and beyond. MISSION Conducting research that illuminates the causes and manifestations of educational disparities, NCEED designs and implements evidence-based interventions, builds coalitions, and mobilizes resources to eliminate these disparities. UNIFYING RESEARCH QUESTION How might schools, school systems, and the broader educational ecosystem be transformed to ensure optimal outcomes for all students?

Values Guiding Our Work

. . .

Community Centered. We build inclusive research partnerships in which all voices are valued and respected. Transformative. We challenge the status quo, inspiring lasting change that empowers individuals and strengthens communities. Together, we disrupt inequalities. Intellectual Honesty. We employ rigorous, community-centered methodologies and advocate for evidence-based approaches to eliminate educational disparities.

Importantly, collaborative and interdisciplinary research amplifies our work. Drawing on multiple perspectives, our partnerships enable us to address complex educational challenges and translate findings into practical strategies that transform classrooms, schools, and systems—ultimately helping to level the playing field for historically marginalized students. We collaborate across the following pillars:

1. Curriculum & Pedagogy 2. Inclusion & Access 3. Family, Student, and Teacher Academic Resilience (fSTAR) 4. Literacy 5. Social Emotional Learning (SEL) and Psychological Well-Being

6. Teachers & School Leaders

Model of Scholarship Ernest L. Boyer’s Model of Scholarship redeﬁned the traditional notion of academic scholarship by broadening it beyond research alone. In Scholarship Reconsidered: Priorities of the Professoriate, Boyer (1990) proposed four interrelated forms of scholarship:

1. Discovery: generation of new knowledge through research 2. Integration: interpretation and synthesis of knowledge across disciplines

3. Application: application of knowledge to address consequential social, civic, or professional problems

4. Teaching: advancement of understanding through eﬀective

pedagogy and the transformation of both student and faculty learning

Contents of the Agenda The remainder of this research agenda outlines the priorities, transformative goals, and strategies for each NCEED pillar, along with a selection of research projects for each pillar.

Curriculum & Pedagogy Priority Statement The Curriculum & Pedagogy pillar examines diverse teaching methods and instructional materials to inform the design of innovative, culturally responsive, and effective educational practices and strategies. This pillar acknowledges and identifies how race, ethnicity, culture, language, ability, and socioeconomic status shape access and outcomes and equips educators with the tools to foster belonging, engagement, and academic success for every student. The pillar supports educators in cultivating high-quality teaching, and inclusive curricula.

Pillar Approach We believe that research is central to advancing our priority statement, providing the evidence-based insights needed to inform and strengthen curriculum design, instructional strategies, and learning environments. Our approach positions those most impacted by educational inequities as essential partners in the research process—their voices and experiences guide inquiry, interpretation, and action. Through collaborative and systematic investigation of teaching practices, learning outcomes, and the integration of technology, we seek to understand what works—and for whom—across diverse educational contexts. By co-creating knowledge and strategies with students, families, educators, and community partners, we aim to generate innovative, equitable, and inclusive pedagogies that meet the varied needs of all learners.

The work of Curriculum and Pedagogy is guided by the following transformative goals and strategies:

TRANSFORMATIVE GOALS

STRATEGIES

Foster student interest and engagement by co-creating and integrating diverse perspectives and cultural experiences in curriculum content and instruction, as well as evaluating their impact through classroom-based research in a multitude of diverse settings.

Design and implement quantitative studies to address the current gap in empirical data on the impact of culturally responsive curricula on student engagement and academic performance (Dee & Penner, 2017), building on the strong foundation of existing qualitative evidence.

Collaborate with local communities to incorporate their voices and needs into educational research and practices.

Facilitate community-based participatory action research projects that include students, families, and community stakeholders in the co-design of educational interventions (Minkler & Wallerstein, 2011).

Identify high-performing schools and districts across all student populations to describe and disseminate replicable practices and approaches that enhance achievement and equity in education.

Use comparative, mixed-method case studies to analyze high-performing, high-equity schools, focusing on leadership practices, pedagogical strategies, and school climate to develop promising practices and competencies (Leithwood et al., 2019).

Develop and disseminate evidence-based resources and professional development (PD) grounded in research on inclusive and effective pedagogy for diverse classrooms, equipping teachers to foster high-quality, inclusive instruction and classroom environments that meet all learners’ needs.

Develop and pilot PD modules, guided by implementation‑science frameworks (Fixsen et al., 2005), with the aim of ensuring the effective adoption, fidelity, and sustainability of inclusive instructional practices across different contexts and over time.

TRANSFORMATIVE GOALS

Provide policymakers with actionable, research-based recommendations rooted in empirical studies to support equitable education reforms.

STRATEGIES Develop policy briefs informed by longitudinal data and meta-analyses showing the effectiveness of equityfocused reforms (e.g., detracking, restorative practices, equitable funding formulas) (Skrla et al., 2009). Examine how curriculum design influences student engagement, attendance, and course completion by conducting participatory research with students, families, and educators across diverse learning contexts (Cook-Sather, 2006; Mitra, 2004).

Deepen Student Engagement and Success Through Equitable, Evidence-Based Curriculum

Use mixed-methods research that integrates quantitative outcomes with qualitative data on student experience to refine instructional practices and improve learning environments (Creswell & Plano Clark, 2018). Integrate culturally responsive pedagogy and accessible design principles grounded in research findings to ensure meaningful and inclusive learning experiences for all students (CAST, 2018; Ladson-Billings, 1995). Leverage technology strategically to personalize learning and expand access across varied classroom settings, particularly for historically marginalized learners (Means et al., 2014; Pane et al., 2015).

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Build Sustainable Educator Capacity Through Research-Informed Professional Learning

Design professional learning opportunities grounded in research and co-created with educators to reflect authentic classroom contexts and instructional challenges (Darling-Hammond et al., 2017; Desimone, 2009).

TRANSFORMATIVE GOALS

STRATEGIES Conduct longitudinal research to examine how educators implement, adapt, and sustain effective practices over multiple years (Coburn et al., 2012). Support communities of practice that enable educators to collaboratively reflect on data, share instructional insights, and refine strategies over time (Vescio et al., 2008; Wenger, 1998). Study the organizational, cultural, and leadership conditions that promote long-term adoption of equitable and effective pedagogical approaches (Fullan, 2016). Co-author policy briefs with educators, students, families, and community partners to ensure policy recommendations are relevant, accessible, and grounded in lived experience (Cooper et al., 2020).

Influence Educational Policy Through Participatory and Actionable Research

Translate research findings into policyrelevant knowledge that highlights scalable practices and systemic conditions supporting equitable learning outcomes (Dee & Penner, 2017). Engage policymakers early in the research process to align research questions with district and state policy priorities, increasing the likelihood of uptake and implementation (Tseng, 2012). Track and refine dissemination strategies to improve the reach, use, and impact of research findings in educational policy and practice (Nutley et al., 2007).

Highlighted Research Amplifying Narratives: Examining Black Adolescent Girls’ Experiences in an Informal Culturally Sustaining Science Afterschool Program This Participatory Action Research project supports Goals 1 and 5 by centering Black girls as co-designers of culturally sustaining STEM learning experiences. The project examines how collaborative, identity-affirming STEM programming can enhance Black girls’ STEM identity, critical consciousness, and engagement in an afterschool setting, with the goal of developing scalable, transformative STEM education practices. The project explicitly attends to the experiences of multilingual Black girls and Black girls with disabilities, examining how culturally sustaining STEM design can be made accessible and affirming across linguistic and learning differences. This PAR is guided by two research questions:

1. What themes emerge in Black girls’ design choices when they co-create STEM learning experiences? 2. How does participation in culturally sustaining, co-designed STEM curricula influence Black girls’ STEM identity, interest, and critical agency?

To answer these questions, the project draws on multiple data sources, including pre- and post-surveys, student interviews and focus groups, recordings of co-design sessions, and student-created STEM artifacts. Thematic and critical discourse analysis capture student voice and cultural meaning-making, and network analysis uncovers patterns of collaboration and participation. Findings will be intentionally translated into practice and policy through materials designed to inform district curriculum adoption cycles and pre-service teacher education programs, ensuring that youth-designed knowledge directly shapes formal STEM learning systems. Key products will include:

. . . . .

Open-source, co-designed STEM curriculum units that reflect students’ cultures and lived experiences. Research briefs and policy recommendations promoting equitable STEM education. Practitioner-facing guidance documents aligned to district STEM curriculum review and adoption processes. Peer-reviewed publications and youth-led conference presentations. A digital storytelling series highlighting student projects and STEM journeys.

Ultimately, this project advances NCEED’s mission to transform education by building on Black girls’ interest and potential in STEM, engaging them as creators—not just participants—in learning environments that honor their cultures, perspectives, and brilliance, advancing equity and excellence in STEM.

Shaping Classrooms, Sustaining Cultures: The Impact of Teacher Development on Curriculum and Practice This longitudinal Design-Based Implementation Research project directly supports Goals 4 and 5 by examining how PD centered on culturally sustaining pedagogy influences teachers’ curriculum design and classroom practice in formal STEM education. The research engages teachers as co-learners and collaborators in professional learning communities (PLCs), exploring how reflective inquiry and co-design with teachers can transform their instructional approaches to be more equitable, inclusive, and culturally responsive. In addition to secondary contexts, the project extends into early-elementary STEM classrooms, with particular attention to culturally responsive foundational literacy and numeracy practices embedded within integrated STEM instruction. The project also foregrounds how culturally sustaining pedagogy supports multilingual students and students with disabilities, examining how curriculum adaptations and instructional strategies promote access, participation, and belonging. Guided by two key research questions, the study investigates:

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How do teachers conceptualize and implement culturally sustaining pedagogies in STEM classrooms after engaging in co-design and reflective inquiry? What shifts in curriculum design and pedagogical strategies occur when teachers collaborate with youth and researchers in ongoing PD?

The project partners with teachers to design, test, and refine culturally sustaining practices within authentic classroom settings, promoting an evidence-based mindset for high-quality instruction. Throughout the project, teachers will engage in reflective inquiry, including a critical examination of their actions and underlying assumptions, and will use evidence from practice and research to inform their reflection. Data sources include teacher interviews, focus groups, reflections, lesson plans, and classroom observation notes, providing rich insights into how teachers adapt and enact these pedagogies over time. Project outputs are intentionally designed to inform district-level curriculum adoption cycles, support induction and in-service PD, and contribute to pre-service teacher education coursework in STEM and elementary education programs.

Anticipated outcomes include:

. . . . .

PD toolkits to support culturally sustaining pedagogy in STEM education. Open-access curricular exemplars aligned with district standards and adoption frameworks. Peer-reviewed publications in outlets such as the Teaching and Teacher Education Journal. Presentations at national conferences, such as the American Educational Research Association (AERA) and the National Association for Research in Science Teaching (NARST). Policy briefs with recommendations for state and district leaders focused on curriculum adoption and teacher preparation.

By positioning teachers as active researchers and innovators, this project seeks to advance systemic change in STEM education by building capacity for culturally sustaining teaching practices that affirm students’ identities and promote educational equity. The ultimate goal is to develop a replicable model informed by data-driven reform strategies and state and national policy recommendations.

Family, Student, and Teacher Academic Resilience (fSTAR) Priority Statement The Family, Student, and Teacher Academic Resilience (fSTAR) pillar utilizes community-based research to identify and address the economic, health, and domestic barriers that shape families’ ability to support their children’s learning. This pillar supports and advances educational equity through a community assets lens. We aim to inform and shape policies that optimize children’s academic success by recognizing the strengths and values of families, Indigenous institutions, and local communities we serve.

Pillar Approach Family engagement remains a widely discussed yet underdeveloped area in education research, policy, and practice. Existing frameworks often overlook the threshold issues families—particularly Black parents, kin, and fathers—face when engaging with public schools. fSTAR seeks to fill this scholarly gap by identifying and addressing the economic, health, and domestic barriers that shape families’ ability to support their children’s learning. Our work integrates community-based research, evidence-informed advocacy, and an antiracist historical lens to produce actionable insights and solutions. We define “evidence-based” approaches as those shaped by the voices and perspectives of families themselves. For example, our father affinity groups aim to surface fathers’ lived experiences and ideas for schools to better support them and their children’s education, strengthening trust and collaboration between families and educators. fSTAR also recognizes that family–school relationships are influenced by historical inequities and community dynamics. Therefore, we aim to partner with community-based and Indigenous organizations that have long supported families, bolstering an ecosystem of shared accountability and support. Through highly translational research and community-facing products, we aim to turn evidence into action—creating tools and strategies that families can use directly to improve educational outcomes, such as boosting attendance and engagement. Ultimately, fSTAR seeks to influence inclusive policy expansion, design impactful interventions, and empower parents, especially Black fathers, to play a central role in their children’s education. By cultivating authentic relationships with school districts and community institutions, we are building the foundation for lasting, community-driven educational transformation. 14

The work of fSTAR is guided by the following transformative goals and strategies:

TRANSFORMATIVE GOALS

STRATEGIES Cultivate early exposure opportunities by facilitating visits to MSU’s campus and satellite facilities, helping students envision future academic and career pathways while collecting data on preand post-visit aspirations, engagement, and perceptions of college.

Leverage the standing, cultural capital, and resources of Morgan State University (MSU) to inspire and nurture the intellectual curiosity, academic growth, resilience, and civic engagement of elementary and middle school students.

Collaborate with schools and families to analyze and apply findings from the visits to inform interventions, strengthen family– school partnerships, and refine pathways to postsecondary success. Host an annual college and career summit on the MSU campus to connect students, families, and educators in a shared learning experience, integrating data collection to assess shifts in awareness, motivation, and long-term outcomes. Engage in participatory evaluation of internal (e.g., Battle of the Books, Family Literacy Day) and external (e.g., Career Days, Back-to-School Nights) initiatives to understand how they influence students’ evolving college and career identities over time.

TRANSFORMATIVE GOALS

STRATEGIES Develop and sustain Black father affinity groups in elementary and middle schools to equip fathers with the knowledge, skills, and confidence to engage effectively with teachers and school leaders. Conduct participatory research to document fathers’ experiences, identify systemic barriers to involvement, and co-develop actionable solutions that promote inclusive and equitable family–school partnerships.

Utilize the Dual Capacity-Building Framework (Mapp & Bergman, 2019) to expand parental awareness and engagement by strengthening families’ understanding of district academic goals and policies, school procedures, and teachers’ expectations for student participation, performance, and behavior.

Partner with scholars and Baltimore City Community College to design and pilot a research-informed Parent Leadership Certificate Program, empowering parents with the language, knowledge, and tools to navigate public school systems effectively and advocate for their children’s success. Research will guide curriculum design through parents’ most pressing learning priorities. Collaborate with community-school coordinators and local organizations to strengthen the community–school partnership model endorsed by Baltimore County Public Schools, promoting sustainable family engagement and healthier, more resilient communities across Baltimore City.

Dismantle barriers to authentic parent– school partnerships by supporting school leadership in developing processes that foster transparency, open communication, constructive feedback, and meaningful outreach with parents and caregivers.

Reimagine parent-centered meetings as interactive, co-designed events that reflect parents’ voices and priorities, encouraging diverse participation and shared ownership in school decisionmaking.

TRANSFORMATIVE GOALS

STRATEGIES Conduct case studies of schools where diverse parents—such as Black fathers— hold leadership roles in PTAs or similar organizations to reexamine and expand existing models of parent engagement and leadership. Partner with schools and districts to functionally redefine “family” through a kinship and community lens, broadening access and engagement opportunities for the diverse caregivers who support students’ success.

Advocate for evidence-based policies that advance educational equity through innovation, healthy school climates, diversity in the teaching workforce, culturally responsive pedagogy, and meaningful family engagement.

Transform chronic absenteeism policy from a punitive framework into an evidence-informed approach that emphasizes parent education, family s upport, and the best practices for promoting consistent attendance. Reexamine retention policies by eliminating the restriction that limits schools to holding back chronically absent students only once, and by designing research-based interventions that support academic recovery. Collaborate with districts and community partners to study and pilot transportation alternatives that reduce attendance barriers.

Highlighted Research Aspire Early: Strengthening Family and School Partnerships for College Success This community-engaged project advances Goal 1 of the fSTAR Pillar by combining advocacy and research to understand how elementary students begin to form college aspirations and how schools, families, and communities can strengthen those aspirations early on. The project is guided by two central research questions:

1. How can we cultivate a sense of aspiration for college among elementary students—particularly those from families without prior college experience—and what challenges disrupt those aspirations?

2. What strategies do schools and teachers currently use to help all students view college as attainable, and how can these practices be expanded to better engage low-income and first-generation students? To address these questions, the project employs qualitative methods, including case studies of schools that demonstrate promising practices and in-depth video interviews with students in grades 2, 3, and 4. The design centers on youth voice, allowing children to articulate their own perceptions of college, opportunity, and success. Key products and knowledge translation activities include:

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A community slide deck and discussion toolkit for use in local spaces such as churches, community centers, and family meetings, facilitating group dialogue on supporting children’s college aspirations. A free public webinar to share findings, model community–school partnerships, and amplify strategies that work.

Ultimately, this project reflects NCEED’s mission to transform education through community-facing research and proactive partnership-building. By connecting with families, local schools, and community organizations, this initiative seeks to preempt educational disparities—acting as an early “circuit breaker” by cultivating aspiration, awareness, and informed parental engagement in the earliest stages of a child’s educational journey.

Father Engagement: Strengthening Father and Father-Figure Engagement in K-8 Schools In partnership with a local non-profit organization, Fathers Fighting 4 Fathers, this project seeks to strengthen fathers’ awareness and engagement in public schools. This project addresses Goals 2 and 3 of the fSTAR Pillar by increasing fathers’ participation in school matters. This project is guided by a central research question:

1. How can schools incentivize the engagement of fathers and father-figures in the education of their children?

To address this question, NCEED participates in community-level activities such as breakfast with fathers, father meet-ups at schools, and school-based events. NCEED also utilizes video interviews with fathers, interviews with school leadership, focus groups, and survey research. The research design elevates the voices of fathers and supports their exercising their agency to advocate on behalf of their children. Key products and knowledge translation activities include:

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School district policies that affirm the rights of fathers and de-gender parental engagement. Development of a “Father’s Handbook” to assist parents and caretakers in navigating the public school system

The ultimate goal of this work is to help schools recognize the existence of concerned fathers and fatherfigures who are willing to contribute to the development of a healthy school environment by their presence and active involvement in school matters.

Enough Grant: Advancing College and Career Readiness to Address Poverty in Maryland Under the state of Maryland’s Engaging Neighborhoods, Organizations, Unions, Governments and Households (ENOUGH) Act, NCEED works in partnership with two Baltimore-based institutions, Child First Authority, Inc. (CFA) and the Y in Central Maryland, as a member of two coalitions to address childhood poverty. The two communities of focus are Penn-North in west Baltimore under CFA, and Waverly, under the Y. NCEED’s focus is on K-8 public schools in the west and east Baltimore ENOUGH zones. This project addresses Goal 4 of the fSTAR Pillar. The project is guided by a central research question:

1. How can schools mitigate childhood poverty and later adult economic disadvantage by focusing on ending learning disparities among vulnerable student populations?

To address this question, NCEED is working to “coach” parents in K-8 schools in the two ENOUGH zones to improve the support and advice they provide their children. NCEED also seeks to increase parents’ knowledge of education policy and government systems that impact their child’s schooling. This project will utilize interviews and surveys of parents, listening sessions with parents and their student(s), and home visits. Key products and knowledge translation activities include:

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Development of a parent leadership certificate program Assisting schools in developing effective PTOs and PTO leadership Sponsorship of a Parents’ Lobby Day in the state capital

By taking a proactive approach to preparing parents to be good stewards throughout their children’s educational journey, NCEED helps parents promote school attendance, good behavior, and academic achievement to subvert childhood poverty.

Inclusion & Access Priority Statement The Inclusion & Access pillar conceptualizes inclusion and access as transformative, justice-driven processes that move beyond compliance toward equity, belonging, and liberation, and examines how to break down barriers such as racism, ableism, and classism so everyone truly belongs. The research explores removing barriers and sharing power with people with disabilities and their families, reimagining special education as a vehicle for liberation. Valuing family expertise, disrupting racialized assumptions about ability, dismantling power hierarchies, and embedding anti-racist and disability justice principles into educator preparation are key outcomes of the work. Our goal is to transform educational systems by dismantling power hierarchies between educators and families, embedding anti-racist and disability justice principles into educator preparation, and re-centering belonging, joy, and self-determination as the true measures of inclusive and accessible learning.

Pillar Approach Disability is a shared human experience—approximately 80% of people will experience a disability in their lifetime. Yet, it remains stigmatized. Current educational and disability systems often reproduce racism, ableism, sexism, classism, and anti-Blackness, limiting authentic participation and recognition for disabled people and their families—particularly Black families and those navigating multiple marginalized identities. We believe inclusion means more than just being in the same room—it means truly belonging. Our work focuses on breaking down barriers like racism, ableism, and classism so that disabled people and their families have a real voice in creating fair and welcoming schools and communities. Real access occurs when systems remove barriers and share power with disabled people and their families, enabling them to fully participate and exercise agency in decisions that affect their lives—prioritizing community-building over compliance and fostering collective belonging rather than isolated, individual accommodations. Through this lens, the Inclusion and Access pillar seeks to reimagine special education as a vehicle for liberation—one that values family expertise, disrupts racialized assumptions of ability, and ensures equitable participation in affirming environments. Grounded in asset-based thinking, community-based frameworks, and a commitment to justice, the Inclusion and Access pillar draws on DisCrit, Black Feminist Thought, and intersectionality to reveal how intersecting systems of power construct and sustain educational exclusion (Annamma et al., 2013; Collins, 2020). Guided by principles of relationality, resistance, and care, this work advances research and practice that foster systemic transformation toward cultural responsiveness and authentic usability. While our approach builds on a long legacy of critical and anti-racist scholarship, we also prioritize creating products and tools that are accessible and actionable for diverse audiences. Through participatory partnerships, families and students—particularly from communities in the Black/African diaspora to position them as experts and co-researchers. Inclusion and access are understood as coconstructed, equity-driven processes that shift power toward those with lived experience. This approach builds systems that are responsive, accountable, and designed for collective belonging, ensuring that educational spaces cultivate not only access but also liberation and shared agency. Our goal is not only to inform practice, but to transform systems and influence policy, building structures that truly work for all.

Our transformative goals and strategies are as follows:

TRANSFORMATIVE GOALS

Advance Transformative Professional Learning that Dismantles Racism, Ableism, and Misogynoir in Education

STRATEGIES Design Equity-Driven Professional Learning: Develop and implement evidence-based learning experiences that help educators recognize how intersecting systems of oppression shape teaching and policy, while reframing inclusion and access as justice-oriented, equity-driven practices grounded in belonging, cultural responsiveness, and collective responsibility—ensuring that schools are designed with children and families, not merely for them. Facilitate Reflective Inquiry Spaces: Facilitate community-based research projects and programs that support educators in critically examining their own biases and assumptions about students with disabilities, as well as their practices, through sustained dialogue and reflection.

Build Authentic, Community-Based Partnerships That Center Disabled Students and Their Families as CoCreators of Change

Center and Elevate Lived Expertise: Using critical participatory action research strategies, we will engage students with disabilities and their families, particularly those from historically marginalized backgrounds, as partners and knowledge-holders, recognizing their lived experiences and critical expertise in defining and shaping equitable inclusion (Mohajeri et al., 2025). Foster Collaborative Relationships: Establish and implement networks to encourage ongoing feedback loops between families, researchers, and schools to transform relationships from transactional to collaborative. Co-Create Solutions: Work with community partners to develop policies and practices informed by family insights and community priorities.

TRANSFORMATIVE GOALS

Co-Design Equitable Systems of Support That Reflect the Lived Realities of Students and Families

STRATEGIES Collaborate Across Stakeholders: Partner with families, educators, and community members design and implement systems that redesign referral, assessment, and service-delivery processes. Eliminate Gatekeeping: Engage in community-based research projects that identify and remove racialized and ableist barriers that limit participation and access to services. Integrate Multiple Forms of Evidence: Combine qualitative narratives and quantitative data to reveal how inequities—such as delayed diagnoses, inequitable resource allocation, and biased discipline—manifest in schools.

Leverage Data and Storytelling to Illuminate Inequities and Drive Systemic Change

Center Community Knowledge: Use liberatory qualitative methodologies, such as storytelling, to amplify students’ and families’ lived experiences as catalysts for institutional reflection and reform. Disseminate Findings Broadly: Share insights through public scholarship in accessible formats, such as community briefs, training modules, websites, and policy dialogues, to ensure research informs both practice and policy.

Anticipated Outcomes of Goals:

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Reduction in racialized disproportionality in identification, discipline, and restrictive placements. Increased family satisfaction with IEP processes and decision-making power. Implementation of disability justice–oriented policies in districts and educator preparation programs.

Highlighted Research AI & Advocacy: Examining How Black Families Use Artificial Intelligence to Support Educational Advocacy This Community-Based Participatory Research (CBPR) project examines how Black families use artificial intelligence (AI) tools to advocate for their preschool-aged and K–12 children with Individualized Education Programs (IEPs) and for adult children accessing adult support services. Grounded in a justice-oriented framework, the study centers families as partners in exploring how large language models can enhance advocacy, equity, and access to special education services. By engaging families as co-researchers, the project aims to identify both the opportunities and challenges that AI presents for empowering historically marginalized communities as they navigate special education systems. For example, we aim to understand how factors such as race and socioeconomic status influence users’ trust in AI when advocating for their children. Families will participate in a structured, three-week AI training program that introduces accessible AI tools for advocacy, which they will then apply in real-world contexts. This project is guided by one central research question: How do Black families use AI to support advocacy for their children’s educational access and inclusion in schools and communities?

To answer this question, the project employs a mixed-methods design that includes qualitative interviews, observations, and pre- and post-training surveys measuring perceptions of AI trustworthiness and usability. Their reflections and experiences will illuminate how AI can serve as a resource for empowerment, transparency, and equitable navigation of systems.

Key products will include:

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Peer-reviewed journal articles and conference presentations advancing scholarship on AI, advocacy, and educational equity. A public-facing “AI for Families Toolkit” that will be a web-based flipbook, designed by and for families, as an accessible guide for using AI in their advocacy for their children with disabilities.

Ultimately, this project advances NCEED’s mission by exploring how emerging technologies can eliminate disparities in special education processes and outcomes. By co-developing tools and practices that promote trust, equity, and shared decision-making, AI & Advocacy seeks to reimagine the role of technology in creating transparent and inclusive special education systems.

Disability Cultural Centers on HBCU Campuses This CBPR project builds on promising evidence from NCEED’s Literacy Pillar program, BEAR PALS, to design and pilot the first Disability Cultural Center (DCC) at a Historically Black College or University (HBCU). While HBCUs have a longstanding mission to advance equity and belonging for Black students, few have explicitly engaged the intersection of racism and ableism within their campus infrastructures. This project aims to change that by co-designing a DCC at Morgan State University (MSU) that centers the lived experiences, leadership, and cultural wealth of Black disabled students as the foundation for institutional transformation. This project is guided by one central research question: How can the lived experiences of Black disabled students, in partnership with HBCU faculty and leadership, inform the co-creation of identity-affirming and culturally responsive systems of support?

Using a mixed-methods approach, the study will include campus climate surveys and collaborative “Kitchen Table Talks” that foster trust-based dialogue among students, faculty, administrators, and community advocates. Insights from these conversations will shape the creation of a sustainable DCC model grounded in student voice, inclusive pedagogy, and disability justice principles. Key products will include:

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A replicable toolkit to be used as a framework for establishing Disability Cultural Centers at other HBCUs. Peer-reviewed publications and conference presentations highlighting culturally responsive approaches to disability inclusion in higher education.

By embedding disability as culture and community, this initiative moves beyond compliance-driven support toward systemic transformation. The MSU DCC will serve as a national model for HBCUs, positioning Black disabled students not as recipients of services but as co-architects of equity, inclusion, and belonging in higher education. In doing so, the project directly advances NCEED’s mission to mobilize research, partnerships, and resources that dismantle structural barriers and build sustainable systems of justice in education.

Hidden Figures of the Movement: Black Families and the Fight for Disabilty Justice This historical and community-based research project aims to reclaim the erased histories of Black families whose activism and advocacy significantly contributed to shaping the Disability Rights Movement in the United States. Drawing on archival research and oral histories, the project reveals how Black parents, caregivers, and community leaders fought for inclusion, access, and justice long before these rights were codified into law. By tracing a lineage of resistance—from early educational pioneers such as Mary McLeod Bethune to contemporary advocates like Claudia Gordon and Keith Jones—this study bridges the Civil Rights and Disability Rights movements, revealing their deeply interconnected struggles for racial and educational equity. This project is guided by one central research question: How have Black families and community advocates shaped—and been systematically excluded from—the historical and contemporary narratives of the U.S. Disability Rights Movement?

Using archival research and key informant interviews, the study integrates archival analysis, oral histories, and narrative portraiture grounded in Black feminist and community-based research traditions. This approach situates Black families at the center of the ongoing pursuit of disability justice and collective liberation. Key products will include:

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A book manuscript—Hidden Figures of the Movement: Black Families and the Fight for Disability Justice—for scholarly and public audiences. Talks and trainings for educators, advocates, and policymakers. Public-facing materials, such as podcast interviews and scholarly social media posts, that highlight the book’s discoveries and illuminate the intersections of race, disability, and family advocacy across generations.

By recovering and amplifying these narratives, this project challenges dominant histories that have marginalized or omitted Black contributions to disability justice. It advances NCEED’s mission by illuminating the historical and systemic roots of current disparities and by building knowledge that informs coalitions among families, schools, and communities working toward equity, inclusion, and liberation.

Community Schools and Sense of Belonging and Inclusion Community schools are neighborhood schools that partner with families and community organizations to provide academic, social, and health supports so all students can thrive (Shiller, 2024). This qualitative research project investigates how K-8 community schools promote a sense of belonging and inclusion among students and families within Maryland’s community schools. Drawing on data collected through the Maryland Center for Community Schools, the study analyzes focus groups, interviews, and observations from six school sites across two Baltimore-area counties. Participants include principals, families, students, and community-school coordinators, providing a multilevel understanding of how community school practices create inclusive and empowering learning environments. Guided by Bronfenbrenner’s Ecological Systems Theory, the project examines how relationships across school, family, and community systems serve as protective factors that foster engagement, empowerment, and academic well-being. This project is guided by one central research question: How do community schools in Maryland foster a sense of belonging and inclusion among students and families, and what key practices and relationships enable these outcomes across school, family, and community contexts?

Using a grounded theory approach, the study identifies the enabling conditions and key practices that make community schools effective spaces for cultivating a sense of belonging—particularly for students and families who have been historically marginalized in traditional school settings. By analyzing participants’ lived experiences alongside field observations, the project highlights how place-based strategies, relational leadership, and inclusive programming strengthen school-community connections and transform educational ecosystems toward a culture of belonging, inclusion, and justice. Key products will include:

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Peer-reviewed journal articles and conference presentations advancing knowledge on belonging, inclusion, and community school implementation. Policy recommendations to guide equitable school-community partnerships across Maryland.

Ultimately, this project advances NCEED’s mission by identifying how community schools operationalize inclusion not as a program, but as a shared culture of care that addresses systemic inequities at the local level. By centering on relationships and collective responsibility, this research contributes to the development of evidence-based models for equitable, relationship-driven educational transformation.

Literacy Priority Statement The Literacy pillar advances educational equity by studying literacy as a foundational skill and a social practice, examining how evidence-based reading instruction can be integrated with culturally and historically responsive practices, affirming Black learners and honoring community knowledge. Through collaboration with stakeholders, practitioner research, and youth engagement in diverse spaces, we disrupt inequitable systems. By valuing traditional and expansive notions of literacies, we position them as tools for cultural affirmation, learning, critical consciousness, and social and civic transformation. Our goal is to transform literacy education into an antiracist equity pursuit, linking skills development with liberation, critical thinking, and joy for all learners.

Pillar Approach Persistent literacy disparities stem from intersecting systems of oppression that limit access to high-quality, culturally relevant, and sustaining literacy experiences, especially for Black, multilingual, and youth from low-income communities. The Literacy Pillar at NCEED seeks to advance educational equity by defining literacy as both a foundational skill and a social practice - essential for communication, identity development, critical thinking, and civic participation. Our work integrates evidence-based literacy approaches with culturally, historically, and digitally responsive practices to develop academic skills, foster identity, and build collective knowledge. We collaborate with school-based stakeholders, families, and community partners in inquiry communities to strengthen equitable literacy teaching and support practitioner research that transforms classroom and community practice. We also work alongside youth in out-of-school and digital spaces to explore how literacies nurture identity, self-expression, critical consciousness, and belonging. Grounded in Black Feminist Epistemologies (Collins, 1991); Culturally Relevant and Sustaining Pedagogies (Ladson-Billings, 1995; Paris & Alim, 2017; Muhammad, 2020, 2023); Critical Literacies (Freire, 1970; Kelly and Taylor, 2024; Nash, 2013); Practitioner Research (Cochran-Smith & Lytle, 2009), and Foundational Literacy Acquisition (Hammond, 2014; Moats, 1999; Washington, 2001), the Literacy Pillar views literacy - from decoding to critical meaning-making - as a site of power, possibility, and praxis. Drawing on these interconnected traditions, we understand literacy as a multidimensional and culturally rooted practice (Baker-Bell, 2020) encompassing reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension), writing, speaking, listening (National Reading Panel, 2000; Snow, Griffin, & Burns, 2005), digital communication, creativity, and identity development. Our work is guided by principles of relationality, justice, and responsibility. We employ research methodologies that are participatory and collaborative, such as community-based participatory research, design-based research, and communities of inquiry, to examine how people teach, learn, and live literacy across contexts. These approaches position students, teachers, administrators, families, and community members as co-researchers and knowledge producers rather than subjects of study. Their lived experiences, expertise, and cultural practices shape the questions we pursue and the solutions we co-create. This understanding of literacy extends beyond classrooms, recognizing the rich linguistic, cultural, and intergenerational knowledge that emerges in homes, community organizations, and youth-led spaces. Our research investigates how Black and low-income learners develop literacies across these environments and how educators can enact instruction that is both scientifically grounded and culturally sustaining. By bridging theory, research, and practice, we aim to reimagine literacy education through collaboration with educators, families, and practitioners.

Our goal is to build literacy ecosystems that advance multiple literacies and joy, ensuring that literacy education becomes a collaborative process that develops skilled, conscious, and confident readers, writers, thinkers, and creators. The work of the Literacy pillar is guided by the following transformative goals and strategies:

TRANSFORMATIVE GOALS

Enact culturally and historically responsive literacy instruction that intentionally merges foundational reading skills (e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension) with culturally and historically rooted practices that affirm identity, agency, and community knowledge. This goal seeks to generate empirical and theoretical insight into how literacy instruction can simultaneously advance skill development and cultivate students’ confidence, intellect, and critical consciousness.

Advance antiracist literacy pedagogy that confronts racism, power, white supremacy, and linguistic injustice as core literacy issues, positioning reading, writing, and language as tools for liberation, critical consciousness, and justice.

STRATEGIES Partner with teachers as co-researchers to design, implement, and study cultural and historical literacy instruction (Muhammad, 2020, 2023) in their classrooms. Teachers document their decision-making through inquiry journals, lesson studies, and collaborative reflection protocols. Value and incorporate home and community literacies into classroom practice and curricula, recognizing families and communities as rich sources of linguistic and cultural capital. This is reflected in an anonymized collection of teacher candidates’ reflective journals illustrating evolving understandings of foundational reading instruction, youth voice, and cultural affirmation. Facilitate continuous professional learning opportunities, such as Sealey-Ruiz’s (2022) Archaeology of Self, which guides educators and literacy practitioners to critically examine and unlearn beliefs and practices that perpetuate racism and inequity. This reflection is ongoing and collective, not a one-time exercise or limited to white educators. Collaborate with teachers and literacy leaders to design curricula that center diverse voices, interrogate power and bias in texts, and encourage students to analyze and respond to social injustices through reading and writing.

TRANSFORMATIVE GOALS

STRATEGIES Establish inquiry communities alongside youth that center their lived experiences, languages, and literacies as legitimate forms of scholarship and meaning-making.

Amplify Black youth voices by positioning them as producers of knowledge, creativity, and critical insight, and by ensuring literacy education empowers students to transform the world around them.

Create platforms for student expression, including writing, art, digital media, and research projects, within both school and community spaces. Engage youth in reflective and critical literacy practices, helping them link personal storytelling and creativity to broader cultural and social contexts, such as collective histories, identities, and civic engagement. Engage educators, youth, and museum and community partners as co-researchers in the study of Black histories and literacies. This strategy examines how teachers, students, and museum partners collaboratively design learning experiences that challenge curricular erasure and make visible Black intellectual, cultural, and civic contributions.

Advance research-practice partnerships that integrate archival recovery, practitioner inquiry, and culturally sustaining pedagogy to reimagine how Black histories and literacies are taught and learned. This goal explores how collaborative, community-based research can transform literacy instruction into a process of historical recovery, critical consciousness, and collective empowerment.

Develop and implement inquiry-based curricula that merge literacy and social studies learning. Through collaborative writing, storytelling, art, and multimodal composition, participants investigate how reading, research, and creative expression can serve as acts of historical reclamation and literacy development. Create and sustain public-facing “living archives” that preserve the narratives, artifacts, and insights that converge Black histories with the lived experiences and knowledge of Black students. These digital and physical collections document how communities use literacy to confront historical erasure, foster belonging, and model culturally and historically relevant literacy teaching for broader educational audiences.

Highlighted Research Building A Living Archive: Black Youth (Re)Writing Histories in Philadelphia In collaboration with The Colored Girls Museum, the School District of Philadelphia, and the Philadelphia Writing Project, the Building a Living Archive project mobilizes community, cultural, and institutional resources to support teachers in reimagining literacy and social studies instruction. This collaborative effort embodies NCEED’s commitment to driving systemic change and eliminating educational disparities by creating models of equity-centered, community-engaged learning that honor the knowledge, histories, and experiences of Black people. Through these partnerships, the project investigates how community-engaged participatory research can transform how Black histories are taught, learned, and experienced in public schools. The study is guided by three central research questions:

1. How do public school teachers and youth collaborate with museum partners to challenge inequities and make visible the civic engagement and achievements of Philadelphia’s Black community?

2. How do young people, teachers, and museum educators experience learning about U.S. history, and how does that learning influence teaching and literacy practices?

3. What sociohistorical narratives emerge through the co-creation of a living archive, as Philadelphia youth and teachers engage with existing archival documents?

To address these questions, this practitioner research study employs multiple qualitative data sources, including recordings and transcripts of inquiry group meetings, interviews, instructional practice artifacts, primary source materials, and student-created work such as writing, poetry, artwork, podcasts, virtual reality environments, and GIS mapping.

. . . .

Key products and dissemination activities include: A website and digital repository showcasing the “living archive” Peer-reviewed journal articles and conference presentations documenting research findings Public exhibitions that share the project’s narratives and artifacts with broader audiences Peer-reviewed publications and conference presentations

Ultimately, the Building a Living Archive project directly supports Goals 3 and 4 of the Literacy Pillar and advances NCEED’s mission by demonstrating how practitioner inquiry, archival research, and culturally sustaining pedagogy can illuminate systemic disparities in curriculum—particularly the erasure of Black life and intellectual contributions—and inform pedagogy and practice that centers the voices of Black youth. In doing so, the project moves beyond critique to model actionable pathways for integrating Black histories and literacies into public education.

Reimagining the Reading Rope as Culturally Grounded This research project seeks to reimagine Scarborough’s Reading Rope as a culturally grounded framework by engaging Black preservice teachers. Historically, dominant literacy frameworks prioritize discrete cognitive skills in ways that can marginalize students’ cultural and linguistic identities (Baker-Bell, 2020; Washington, 2020). This project draws on culturally sustaining practices and beliefs to center Black preservice teachers as individuals who critique, expand, and reimagine the Reading Rope (Scarsborough, 2001) to honor identity and culture alongside skill development (Elwood and Ballenger, 2023; Greene, 2020; Stovall et al., 2023). This work is guided by the following research questions:

1. How do Black preservice teachers draw on their prior knowledge and experiences to critique

and reimagine Scarborough’s Reading Rope as a framework that reflects students’ cultures and identities?

2. What insights about the Reading Rope emerge from candidates as they learn to apply their knowledge during a tutoring practicum?

This initiative explores how theories aligned with both the Science of Reading (Moates, 2009) and culturally grounded literacy frameworks (Delpit, 2018; Washington, 2020) acknowledge the importance of language skills while confronting how conventional models often overlook the cultural aspects of reading. Key products and dissemination activities include:

. .

Documenting redesigned Reading Rope models, instructional artifacts, and reflective narratives that weave identity and culture literacy instruction. Professional learning sessions that disseminate project insights within the university and the local community.

This project aligns closely with Goal 1 by demonstrating how culturally grounded literacy and the science of reading can co-exist to equip educators to train candidates in ways that move beyond conventional training approaches.

The Black Girls’ Literacies Project In collaboration with the Philadelphia Writing Project, the Colored Girls Museum, and community educators and artists, the Black Girls’ Literacies Project (BGLP) reimagines literacy as a practice of self-love, healing, and critical consciousness. This collaborative effort embodies NCEED’s commitment to driving systemic change and eliminating educational disparities by creating models of community-engaged, equity-centered learning that center the genius, language, and lived experiences of Black girls. Through these partnerships, the project investigates how community-based practitioner research can transform how literacy is taught, experienced, and embodied in and beyond school spaces. The study is guided by three central research questions:

1. How do Black girls use writing, digital storytelling, and multimodal composition to cultivate self-love, identity, and agency?

2. How do love-centered and inquiry-based practices—such as journaling, poetry, digital literacies, and Kitchen Table Talks—support healing, creativity, and critical consciousness among participants? How can educators, researchers, and community partners learn from Black girls’ literacies to reimagine school-based approaches to literacy instruction and care?

To address these questions, this Black Feminist Practitioner Research (BFPR) study (Rosser, 2024) employs multiple qualitative data sources, including journals, poetry, multimodal artifacts, art, fieldnotes, and transcripts from Kitchen Table Talks and community showcases. Drawing on Black feminist epistemologies (Collins, 2000; hooks, 2000; Dillard, 2000), data are analyzed through iterative coding and descriptive review protocols (Carini, 2000; Himley, 2009) to illuminate how the girls, positioned as co-researchers, develop and enact their literacies as a practice of love. Key products and dissemination activities include:

. . .

A digital archive and exhibition titled Love Letters to Black Girls, showcasing participants’ writing, digital stories, and multimodal artwork; Peer-reviewed publications and conference presentations documenting findings on self-love literacies and BFPR; and Public showcases and educator workshops designed to extend the project’s insights into teacher preparation and inquiry communities as out-of-school learning spaces.

Ultimately, the Black Girls’ Literacies Project directly supports Goals 2 and 3 of the Literacy Pillar and advances NCEED’s mission by demonstrating how practitioner inquiry, Black feminist theory, and culturally sustaining pedagogy can illuminate systemic inequities in literacy education—particularly the marginalization of Black girls’ voices—and model equitable approaches for teaching and research literacy.

SEL & Psychological Well-Being Priority Statement The Social and Emotional Learning (SEL) and Psychological Well-being pillar utilizes communityengaged research, culturally grounded interventions, and co-designed programming to enhance the social, emotional, psychological, and academic well-being of students, educators, and the broader PK-20 education community. Our work prioritizes understanding and addressing the systemic, cultural, and contextual factors that shape educational experiences and outcomes. This pillar is dedicated to advancing holistic approaches that foster healthy, inclusive, and equitable educational environments. The goal is to promote optimal well-being, academic success and persistence, institutional accountability, career access, and economic equality.

Pillar Approach Our pillar is committed to understanding and transforming educational experiences across the PK–20 spectrum, with a focus on PK–12 schools and Minority Serving Institutions (MSIs) (e.g., HBCUs). We center the voices of students, families, educators, and leaders who have been historically marginalized or excluded from educational discourse.

Our work is guided by the following transformative goals and strategies:

TRANSFORMATIVE GOALS

Engage families, students, educators, and communities to deepen collective understanding of the social, academic, emotional, and psychological factors that shape learning and leadership. Use these insights to identify culturally and contextually grounded strategies to promote academic success, inclusive learning environments, and pathways to career and economic opportunity.

STRATEGIES Engage PK-20 caregivers, students, educators, and staff in shared inquiry to surface insights about their lived experiences, sources of support, and barriers to wellness, belonging, and leadership across schools and communities; share new knowledge. Partner with BCPS to build relationships with families and schools through site visits, PTA meetings, and NCEED-sponsored community events, and to identify barriers and opportunities to support students’ social, emotional, and academic growth. Network among HBCUs to understand common sources of support and barriers to wellness, belonging, and academic and career advancement among students, faculty, staff, and leaders. Refine and build upon existing theories to drive the successful implementation of SEL and psychological well-being curricula, programs, and interventions.

TRANSFORMATIVE GOALS

STRATEGIES Co-design, pilot school-wide, and evaluate trauma-focused interventions to promote better behavioral health and academic outcomes.

Develop, test, and implement evidencebased curricula, programs, and interventions that address culture, context, and identity to enhance wellness, belonging, success, leadership, and professional opportunities across the PK–20 continuum. Leverage these efforts to build responsive and accountable educational ecosystems.

Co-design and evaluate an Adult SEL Fellowship for educators and caregivers that centers culturally responsive content to build inclusive school cultures of growth, and equip adults to support students’ academic and economic trajectories. Culturally adapt evidence-based SEL interventions to promote academic success and long-term well-being across diverse student populations. Leverage video game technology and culture to enhance literacy, academic engagement, and persistence among Black and urban students, thereby fostering cultures of growth and belonging that can contribute to longterm educational and economic opportunity. Engage institutional leadership to promote institutional accountability.

Highlighted Research Culturally Grounded SEL for Educator Wellness and Student Success: A Co-Design Approach This mixed-methods research project supports both pillar goals by deepening our collective understanding of educator wellness and co-designing an adult social-emotional learning (SEL) curriculum for educators in Baltimore City Public Schools (BCPS). Central to this work is the question: How does participation in a culturally grounded, co-designed adult SEL curriculum impact educator wellness? Since the concept of “educator wellness” is still evolving in scholarship, this question provides a starting point for refining and defining the term in research and practice. The early stages of the project will focus on developing shared operational definitions through collaboration and participant feedback, and a key scholarly contribution will be the theoretical and practical conceptualization of educator wellness that emerges from this work. To explore the central research question, the study will draw on both qualitative and quantitative methods. During the co-design phase, the research team will hold interviews and/or focus groups with BCPS educators and administrators to better understand their lived experiences, needs, and priorities. Insights from these conversations will shape the curriculum’s development, ensuring it reflects the cultural and contextual realities of the educators and communities involved. Once implemented, the curriculum will be evaluated using a combination of qualitative insights and quantitative measures to assess its impact on educator wellness. The work will produce several tangible outcomes, including the co-designed curriculum itself, infographics and summary briefs for practitioners and community partners, and peer-reviewed publications contributing to the broader scholarship on adult SEL and educator wellness. This project directly advances NCEED’s mission and vision by supporting educators in developing culturally responsive, equity-centered social and emotional competencies that enhance their own wellness while strengthening students’ SEL and engagement with students and families. In the long term, this approach has the potential to foster stronger school–family connections and promote more equitable academic and SEL outcomes for all learners.

Instructor Beliefs and Student Experiences in STEM: Testing Multi-Level Models of Brilliance, Belonging, and Achievement This research project supports both pillar goals by investigating how instructor beliefs and classroom practices shape students’ experiences of belonging and achievement in STEM courses at HBCUs. Using a sequential explanatory mixed-methods and multi-level design, the study will survey up to 100 STEM instructors and 2,000 students across seven HBCUs to test the proposed pathways espoused in the Brilliance–Belonging Model (Bauer et al., 2025), which posits that beliefs and stereotypes about innate brilliance shape student belonging, psychological safety, and achievement. Building on these quantitative findings, the research team will conduct instructor interviews and student focus groups in courses that exhibit high and low alignment between faculty and student perceptions, enabling exploration of the mechanisms underlying alignment and misalignment. The study is guided by several theoretically driven questions:

. . .

Which instructor practices predict student perceptions of faculty growth mindset and classroom brilliance climate? Does perceived brilliance climate mediate the relationship between growth-oriented practices and students’ sense of belonging, psychological vulnerability, and academic achievement? How does the degree of alignment between faculty reports and student perceptions moderate these relationships, and what contextual factors contribute to alignment or misalignment?

This research advances the science of teaching and learning by examining how instructor mindsets are communicated and interpreted within HBCU STEM classrooms. Integrating psychological theories of mindset with classroom-level practices and policies, the project employs multi-level modeling to link instructor beliefs, student perceptions, and academic outcomes. By centering HBCUs, institutions that have long fostered belonging, excellence, and persistence among students of color in STEM, the study expands the empirical foundation of mindset and motivation research to include contexts that exemplify student success and inclusion. In doing so, it responds to recent calls for multi-method, ecologically valid research and generates new conceptual tools to understand and improve the motivational climate in STEM education. Insights from this work will inform evidence-based strategies for cultivating growth-oriented learning environments that promote inclusion, resilience, and achievement, ultimately supporting the development of a diverse and highly skilled science and engineering workforce.

Designing Third Spaces for Wellness, Belonging, and Black Brilliance This project asks: How can culturally grounded, community-engaged SEL interventions foster wellness, belonging, and academic persistence among Black and urban students across the PK–20 continuum? And how can those insights be leveraged to build responsive educational ecosystems? These questions directly advance NCEED’s transformative goals to deepen collective understanding of the social, academic, emotional, and psychological factors shaping learning, and to develop and implement evidence-based, culturally responsive interventions that promote leadership and economic opportunity. This work is rooted in recognizing that traditional urban education ecosystems – including emphases on standardized testing, rote memorization, behavior, and pedagogical moves such as scripted curriculum – often miss the mark in engaging the cultural identities, interests, and brilliance of Black students. Influenced by Rich Milner’s focus on opportunity gaps, curriculum punishment, and disproportionate school discipline outcomes, James Paul Gee’s learning principles frameworks and the relationship between literacy and gaming, and Kris Gutierrez’s third space as a place of sociocritical identity development, I argue that learning must be connected to students lived realities, interests, and prospective career pathways in order to eliminate educational disparities across Maryland and the United States. This project aims to engage students, parents, educators, and community advocates in shared inquiry through interviews and focus groups. Together, we will examine how video game culture, hip-hop music, and other cultural practices function as spaces of identity affirmation, strategic thinking, collaboration, and emotional regulation. Participants will also co-design recommendations for culturally responsive SEL programming and adult learning spaces. Intended outcomes include culturally adapted SEL interventions, a “playbook” for parents, educators, and community advocates who aim to advance this work to promote healthy, holistically nurtured students, and research that shares best practices and scalable strategies for schools, districts, and institutions of higher learning. Findings will be leveraged to strengthen literacy, engagement, and persistence among Black students through gaming and digital culture.

Teachers & School Leaders Priority Statement The Teachers and School Leaders pillar identifies strategies that ensure every school is served by high-impact teachers and educational leaders who improve student learning and build a positive and equitable school culture and community. This pillar seeks to advance teacher preparation, career pathways, leadership development, and continuous professional learning that meet the diverse needs of students, families, and communities.

Pillar Approach The Teacher and School Leader Pillar is grounded in the belief that educational equity begins with placing highly prepared, equity‑centered teachers in every classroom and effective, student‑focused principals in every school building. Our work is further strengthened by the development of high‑quality, evidence‑based pathway programs that support the entire educator pipeline. Our work centers the voices of educators, students, families, and communities—particularly those most impacted by educational disparities—and this commitment guides our partnerships, research methodologies, and collaborative inquiry. By engaging stakeholders in collaborative inquiry, we examine instructional practices, leadership effectiveness, school culture, and the organizational conditions that support the success of educators and leaders.

Our work is guided by the following transformative goals and strategies:

TRANSFORMATIVE GOALS

STRATEGIES Prepare teachers to… Implement evidence-based, culturally responsive pedagogy (CRP) by using formative and disaggregated data, flexible grouping, and targeted scaffolds; integrating culturally relevant texts and examples; and providing ongoing professional learning to support equitycentered, data-driven instructional decisions.

Strengthen educator preparation programs by identifying which evidence-based competencies equip teachers and leaders to disrupt inequities and positively alter the academic and social trajectories of Black, Latine, low-income, and other historically marginalized students.

Examine elementary and middle school financial literacy implementation by analyzing curriculum integration and teacher professional development using financial literacy assessments, PD participation records, and pre-post outcome measures to evaluate instructional effectiveness and student learning gains. Address the whole child and promote socialemotional wellness using culturally responsive SEL practices that honor identity, belonging, and emotional expression across cultures.

Prepare school leaders to… Identify those leadership strategies and practices that prepare students for college and career readiness, including mentorship, advising, opportunities, and access to rigorous courses and instruction. Learn from community schools and their leaders in building stronger family and community partnerships that directly impact students, families, and teachers. Increase extracurricular activities that include music, technology, and sports. cultivate inclusive school climates that reflect students’ cultures and strengthen belonging through curriculum, staff, classrooms, and community-family partnerships. Increase the use of culturally sustaining practices through ongoing professional learning communities that focus on CRP, data use, and reflective practice.

TRANSFORMATIVE GOALS

STRATEGIES Prepare postsecondary institutions to… build and sustain a diverse and equity‑centered faculty pipeline by enhancing recruitment strategies, improving preparation and development systems, implementing culturally responsive supports across doctoral pathways, and establishing strong mentorship and professional networks that increase retention and advancement. broaden access to the profession by developing multiple, high‑quality preparation and licensure routes (e.g., alternative pathways, accelerated programs, administrator certification pipelines) that intentionally prepare teachers and leaders with the competencies needed to disrupt inequities. integrate and assess evidence‑based, culturally responsive, and equity‑driven pedagogical competencies throughout coursework, clinical experiences, and evaluations so that candidates learn, practice, and demonstrate the skills necessary to advance academic and social outcomes for historically marginalized students. Learn from Student Leaders: Conduct focus groups with students to identify ways their schools’ climate and culture respect, honor, and build upon their knowledge and that of their ancestors.

Promote evidence-based culturally responsive practices and equity-centered leadership to create inclusive learning environments that improve student achievement, attendance, and teacher retention.

Empower Systems Thinkers and Change Agents: Strategize with district leaders and school system staff to conduct root cause analysis and disrupt structural inequities across all intersections of historically oppressed identities, and co-create sustained systems that drive change. Partner with Service-Oriented Leaders: Partner with community, family, and student organizations to strengthen school ecosystems through authentic relationships. Engage Reflective Practitioners: Conduct Plan-Do-Study-Act (PDSA) cycles to refine practices and inform continuous improvement across classrooms, schools, and educator preparation systems.

TRANSFORMATIVE GOALS

Investigate and address the root causes of stagnant literacy and mathematics achievement in middle school (grades 6–8).

STRATEGIES Explore Mechanisms: Conduct research on instructional, leadership, and school practices affecting academic outcomes for Black, Latine, low-income, and other historically marginalized middle school students. Develop Strategies: Develop evidence-based teacher preparation strategies designed to transform literacy and mathematics outcomes for middle school students. Secure Funding and Partners: Identify and secure strategic partnerships and funding sources that strengthen and sustain leadership fellowship initiatives for future Black leaders.

Develop a leadership fellowship to recruit, support, and retain Black educators.

Launch a Program: Develop, implement, and study the impact of a leadership fellowship program that prepares, recruits, and retains Black educators in leadership roles. Develop Strategies: Develop evidence-based teacher preparation strategies designed to transform literacy and mathematics outcomes for middle school students.

Highlighted Research Exploring the Experiences of Black Women in Special Education Doctoral Programs This pilot study advances Goal 1 by examining how doctoral training, mentoring, and institutional climate shape the persistence and faculty‑career pathways of Black women in special education doctoral programs. Despite gradual gains, Black women represent only 6% of all holders of doctoral degrees (U.S. Department of Education, 2024) and 4% of tenure‑track faculty nationally (National Center for Education Statistics, 2024). Within special education, they remain significantly underrepresented in doctoral programs (Williams Shealey, 2009), limiting their presence in higher education and teacher preparation programs (Vassar & Barnett, 2020). Research identifies a broader pipeline problem, characterized by hostile climates, inadequate mentoring, and chronic stressors that undermine their mental health, physical well‑being, and academic persistence (Blockett et al., 2016; Lupien, 2025). These inequities subsequently affect the diversity of the special education workforce and the preparation of teachers who serve marginalized students with disabilities (Annamma, 2018). In response, this project explores the intersection of doctoral socialization and mental health among Black women in special education doctoral programs. The project is guided by three central research questions:

1. How do Black women in special education doctoral programs describe psychological stress and its effects on their mental and physical well‑being during doctoral training?

2. How are coping orientations associated with perceived stress among Black women doctoral students?

3. How does doctoral socialization influence Black women’s career aspirations and pursuit of faculty roles?

Using a sequential explanatory mixed‑methods design (Creswell & Plano Clark, 2018) guided by Black Feminist Thought (Collins, 2000), Superwoman Schema (Woods-Giscombé et al., 2019), and Twale’s doctoral socialization framework (Twale et al., 2016), the study investigates psychological stress, coping processes, and socialization experiences. Quantitative analyses of stress and coping are followed by qualitative sista circles (Johnson, 2015) with current doctoral students to contextualize findings and identify program‑level supports that strengthen recruitment, retention, and pathways into faculty roles. Black women doctoral students experience disproportionate stress linked to microaggressions, isolation, and pressure to outperform (McGee et al., 2019; Spencer et al., 2022), stressors with documented physical and mental health impacts, including increased allostatic load (Allen et al., 2019). By examining how these stressors intersect with mentoring, climate, and professional preparation, the project identifies actionable strategies to improve doctoral experiences and expand the pipeline of Black women equipped to enter faculty roles in special education and teacher preparation programs. Key products will include:

. . .

Mentorship model to support Black women doctoral scholars. Publications and conference presentations. Culturally responsive strategies targeted for Black women in teacher preparation programs at IHEs.

Ultimately, this project supports NCEED’s mission by focusing on strategies to increase the representation of diverse faculty in teacher preparation programs, which, in turn, will support the increased representation of diverse teachers in the workforce.

Recruitment and Retention of Black Male Teachers Through A Paid Fellowship Model In partnership with We Will All Rise, this project supports Black and Brown men in becoming K–12 teachers through a paid fellowship that provides financial assistance, mentorship, and professional development. In addition, in partnership with HBCU Matters, recruit education majors from HBCUs and provide strategic development, pre-licensure testing support, and hands-on guidance during mini-workshops and conferences. This project is guided by one central research question: How do financial support, mentorship, and professional development opportunities influence Black male teachers during their first years in the classroom?

To answer this question, the study employs qualitative interviews with current fellows and program alumni. These interviews will explore how the program supports and shapes teaching experiences, professional growth, and retention. Key products will include:

. . .

Belief Fellowship model that recruits and supports Black and Brown men in education Peer-reviewed publications and conference presentations Mentorship model to support Black and Brown men in education

Ultimately, this project advances NCEED’s mission by transforming recruitment and preparation practices to increase and sustain the presence of Black male educators in Maryland classrooms. Future research will examine the factors that contribute to Black male teachers leaving the profession despite targeted support.

Recruitment and Retention of Black Men and Women in School Leadership In partnership with MCEL - Men of Color in Education, Wallace Foundation, and WOCEC - Women of Color Education Collab, this project supports Black and Brown men and women in becoming school and central office leaders through ongoing professional development, mentorship, This project is guided by central research questions: How do preparation, induction, and ongoing professional learning experiences for school leaders and central office leaders influence instructional quality, school climate, and student outcomes in schools serving historically marginalized communities? What leadership and instructional practices, supported by research-based preparation models, most effectively reduce opportunity gaps and promote equitable learning conditions across diverse school contexts? To answer this question, the study employs qualitative interviews with current fellows and program alumni. These interviews will explore how the program supports shaping teaching experiences, professional growth, and retention. Key products will include:

Practice-Based Toolkit for Schools and Districts A practical toolkit for school systems that includes evidence-based strategies, leadership protocols, instructional tools, and professional learning resources to support well-prepared principals and central office leaders in creating inclusive, high-performing learning environments.

Policy Brief and Research Report on Leadership Preparation for Equity A policy-focused research report that shares findings with local, state, and national stakeholders, offering actionable recommendations to strengthen leader preparation, certification, and support systems in ways that directly address educational inequities.

Conference Presentations and Briefings

This project directly advances the mission of the National Center for the Elimination of Educational Disparities (NCEED) by addressing one of the most critical levers for educational equity: the quality of teaching and school leadership. By generating research that strengthens preparation and support systems for school and system leaders, the project helps dismantle structural inequities that disproportionately affect students in under-resourced and historically marginalized communities.

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ABOUT NCEED The National Center for Elimination of Educational Disparities (NCEED) is committed to having a positive impact on academic achievement and equity in the Baltimore community, the State of Maryland, and the nation. In particular, NCEED’s work is focused on eliminating disparities in the educational outcomes of K-12 children. A national interdisciplinary research center, NCEED is driven by its mission to undertake research that addresses critically important questions related to the academic, social, and emotional outcomes of all children. Although the focus of our work is local, our contributions to educational knowledge will extend beyond Maryland to achieve national and global advances. We aim for the research and related interventions we develop to become a national model for addressing educational disparities nationwide.