top of page

Our Research

Working Papers Led By Our Education Policy Fellows

‘The Great unEqualizer’: School Discipline Thwarts Social Mobility and Threatens Civil Rights for Low-Income Students of Color

Benjamin L. Thornton (August, 2023)

Counselors and Cultural (in)Competence: How D.C. Public Schools Impair the Academic Self-Concepts of Black Youth

Jazlyn White (August, 2023)

The Disparity in Parental Involvement: Its Significance, Causes, and Solutions

Kalden Namgyal (August, 2022)

Underserved and Excluded: The Role of Exclusionary Discipline in Hindering Academic and Life Outcomes, School Climate, and Racial Equity

Gavin Alvarado (August, 2022)

Examining the Racial Academic Achievement Gap and Social Emotional Learning as a Solution

Derik Suria (August, 2022)

Wellness in the Classroom: A Look at Teacher Stress and the Policies as it Pertains to the Classroom

Franchesca Uribe-Rheinbolt, Mary Olive Gosselink (July, 2022)

Schools Owe Students Culturally- and Trauma-Informed Social and Emotional Learning

Carla Yuridia Balvaneda (March, 2022)

Awareness and Acceptance: Tackling Cultural Appropriation in Mindfulness Instruction

Anna Brinkhuis (February, 2022)

Mental Health in Urban Public Schools

Megan Yeager (August, 2021)

The School-to-Prison Pipeline and Mental Health Nexus: How the School-to-Prison Pipeline Facilitates Itself by Exploiting the Mental Health Disorders it can Provoke in Students

Clare Kennedy (August, 2021)

Police, Counselors, and the DMV: The State of Policing and Mental Health in D.C. Metropolitan Area Public Schools

Emily Reed, Shira Small (August, 2021)

bottom of page