2025

Can a student assignment policy with both zones and controlled choice meaningfully reduce racial and economic segregation in public schools, thereby reducing inequality in academic outcomes?

Do school-based health centers (SBHCs) reduce inequalities in health and education outcomes for children from low-income families compared to children from higher-income families?

Do institutional responses to truancy reduce racial inequality in truancy, habitual truancy, and related educational outcomes for Black and Latinx students?

Sophia Rodriguez will partner with the National Immigration Law Center to examine the consequences of undoing the constitutional rights protected by Plyler v. Doe for undocumented students.

The Education Law Center, Research for Action, and Evidence Use in Action will partner to examine what role the U.S. Department of Education has played in the delivery of education opportunity.

With this award, Ferguson strengthen her ability to lead multiracial teams in ethnic-socialization research, mentor immigrant and native-born Black students, and support female graduate students of color develop coping mechanisms that destigmatize help-seeking.

With this award, Anderson will pursue formal mentorship training, implement a networked model of mentorship, and develop skills to prioritize slower paced productivity that supports healthy functioning within project management planning.

With this award, Samari to obtain formal training in the mentorship of underrepresented junior scholars, develop practices to support skills-based mentorship in analysis and writing, cultivate practices to maintain boundaries that promote mentorship and wellbeing, and develop administrative support...

Does an intensive, multi-level intervention disrupt the structural, community, and individual factors that lead to disproportionate interaction with and impact of the child welfare and criminal legal systems for young minoritized women living in poverty?

With this award, Lenhoff will expand her toolkit of structures to support scholarly writing, develop process models for training her research team, and strengthen her cultural competence to discuss how identity shapes professional experiences.