The Center for Policy, Research, and Evaluation (PRE) conducts applied research and evaluation studies focused on promoting positive educational outcomes for youth, and understanding the influence of both schools and communities on those outcomes. Its goal is to use research to inform educational policies and practices at federal, state, local, and programmatic levels.
Our mission is to make research and evaluation for education that is action-oriented, liberating, accessible, and results in more equitable systems, policies, and practices.
Recognizing that research is often used as a tool of domination, we believe in the reclamation of research tools to illuminate marginalized truths, stories, and experiences.
We pursue our mission:
- in solidarity with youth, parents, educators, and communities that have been historically marginalized by oppression;
- collaboratively with researchers and practitioners from universities and community-based organizations;
- using a critical lens in our work and in our own personal development;
- with culturally responsive quantitative, qualitative, and mixed methods;
- through rigorous and thoughtful work that affirms humanity.
Seeks to understand how culturally responsive mastery-based practices influence historically marginalized students’ learning capacities, school engagement, and academic outcomes.
An evaluation of Academic Parent Teacher Teams (APTT) in New York City middle schools.
FAUHS is the only high school in the country where students concurrently work towards a high school diploma and a bachelor’s degree.
The college enrollment rate of Boston Public School graduates may be relatively high (66.2% for the class of 2011), but there is significant variation by race, income level, disability status, and English proficiency.
With access to high-quality leadership training and development, parents can become powerful advocates for greater opportunities for children, and the family becomes a vital constituency for improved child and community outcomes.
A program that enables parents to become advocates for children and focuses on parents as partners with agencies and leaders.
A study to understand the trajectories of young people who participate in youth organizing (YO)
A four year, three-cohort, mixed methods study that examines whether and how youth leadership councils (YLCs), foster developmental competencies and critical consciousness.
The gentrification of urban neighborhoods across the country has attracted notice since at least the 1970s. However, in the most recent decade in the “return to the cities,” gentrification has become much more common.
Until the Bright Day of Justice Emerges: Reclaiming Dr. King and the Imagination that Gave Birth to a Dream | 2018
Each year on the Monday of (or immediately following) Dr. Martin Luther King, Jr.’s birthday, many in our nation and, undeniably, throughout the globe gather to commemorate the story of freedom for which Dr. King lived and...
Too many of us educators have been given a pass in relation to our obligation to help end the suffering of hurting women, men, and children languishing across the globe.
Today marks 75 days since Hurricane Maria hit my home island of Puerto Rico. I just returned last night from visiting and much of the island looks as if the storm hit yesterday, while other parts appear relatively untouched.
Fighting Our Fear With Valor: A Powerful Lesson From A High School Student on How to Transform Schools | 2018
Fear is a dangerous thing. It is the source of everyone's problems. Many people in society are afraid of being at the bottom of the hierarchy.
Martin Luther King, Jr. famously wrote about the critical linkage between intellectual rigor and personal character in an essay titled, “The Purpose of Education.”
Do an internet search for children’s books by or about people of color, and you will find dozens of lists with hundreds of books, including the 1,000 Black Girl Books compiled by 13-year old Marley Dias.
Dr. King’s remarks remain deeply relevant in today’s integration debate. His words represent real concerns advocates for and against integration have had for years.
What would it mean to view young immigrant children and their families through lenses of strength, courage, promise, and possibility, instead of deficit, need, risk, and remediation? What if we, as educators, administrator...
At long last, the big policy issues related to race, educational equity and access in New York’s public schools are finally on the front burner. However, many of the most important issues remain obscured.
The Costs of Equity, The Bill We Refuse to Pay: Why Integrating NYC’s Specialized High Schools Is the Right Thing to Do? | 2018
On Saturday, June 2nd, New York City Mayor Bill de Blasio announced his plan to “fix” the “diversity problem” plaguing the city’s specialized high schools.
“We’re fired up! Can’t take it no more!” This, one of the energizing rally cries for many of us who have taken to the streets to demand change, is what comes to mind when we think about the wave of recent teacher strikes...