Through research, we seek to ask questions and tell stories that not only shine a spotlight on injustice, but also uplift the community cultural wealth and funds of knowledge of Black, Indigenous, People of Color and those that have been marginalized due to their intersecting identities of language, immigration status, religion, gender identity, sexual orientation, and disability. Funders of our research have included the Institute of Educational Sciences, the WT Grant Foundation, the W.K. Kellogg Foundation, and the Gates Foundation.
Research to Practice Partnerships and Community Initiatives
PRE partners with schools and districts, community-based organizations, and parent organizations to collaboratively investigate, create, and sustain equitable spaces, practices, and policies within and outside of schools. The goal of our Research-to-Practice partnerships and Community Initiatives is to create mutually beneficial relationships that bring together research, practice, and all the important stakeholders (privileged and disadvantaged) by:
- Co-creating useful data and research that has implications and guidance for practice.
- Translating research into field-friendly publications and media for various practitioners and communities.
- Sharing resources and expertise to assist community-led and educator-led research.
- Organizing events, webinars, and training to bridge research and practice, build research skills/data literacy for practitioner use, and elevate the work of programs, practitioners, and researchers.
At PRE, we view educators, administrators, students, parents, education organizations, and community members as education practitioners.
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...
Culturally Responsive-Sustaining education is intended to help education stakeholders create student-centered
learning environments that affirm cultural identities and foster positive academic outcomes.
linguistically plural students face unbelievable consequences in educational spaces. This research explores language not as an addition but as a critical component of education.
Our researchers working collaboratively to develop novel, engaging, participatory, and culturally responsive ways to explore family engagement and leadership
Critical research that explores the impacts of segregation as well as the impacts of integrated schools spaces
Disproportionality represents one of the most significant problems in education. The results of decades of research show that students of color, particularly African American students, are at increased risk for exclusionary discipline practices.
Youth engagement a leadership explores how participation contributes to growth in critical consciousness (CC) and developmental competencies (DC) associated with school engagement and later postsecondary outcomes