Category Archives: Speaker

Recap of Education Department Fall 2016 Speaker Series Lecture: Hilary Levey Friedman

friedman1On Nov. 10, 2016, dozens of Brown students, faculty and staff gathered in the Barus Building to hear Hilary Levey Friedman, Visiting Assistant Professor in American Studies at Brown University, present “Playing to Win: Raising Children in a Competitive Culture” in the fourth installment of the Brown Education Department Fall 2016 Speaker Series.

Dr. Levey Friedman, whose presentation shared the title of a book she authored a book, has done extensive research on competitiveness among American children. She noted that in 1980, children had a roughly 90% likelihood of earning the same salary as their parents. By 2010, that number had plummeted to just 50%. People are responding pathologically to a fear of inequality, worried that their children won’t be as successful as they were. Thus, Levey Friedman has studied how “winning” has become central to many American children’s lives.

All of her data, Levey Friedman explained, is on elementary school children in the 5th grade or younger, and all on organized sports and activities run by adults. On a spectrum between “just for fun” and “training for the Olympics,” the groups in her data fell very slightly to the right of center; the parents didn’t want their kids to be professional players, but they did want them to succeed and win. Everyone was already involved in the activities when Levey Friedman began her field work.

friedman2In 2013, 7.7 million U.S. children were on high school sports teams. In soccer alone, there were 3 million kids between the ages of 5 and 19. Sports have become a part of middle class and upper middle class culture. 100 years ago, competitive sports would have been considered a staple of poor and immigrant families, while wealthier American children practiced non-competitive sports and activities such as dance and music.

Mandatory schooling laws during the 19th century planted seeds of competition, Levey Friedman stated, which brought about a social shift for kids. Sports leagues evolved, eventually coming into the spotlight. By 1910, many states featured sports clubs (although many closed during or immediately after the Depression). Then the YMCA shifted to a fee-based model, which spread across the country and remains today. In 1929, Pop Warner football was founded; in 1939, Little League was founded. Just ten years later, Little Leaguers played their first World Series, which shows how quickly the movement to competitiveness happened in the U.S. By 1959, there were 5,000 sports leagues, a model which became the norm for today’s Americans.

In the 1970s, California became the base for a self-esteem movement in schools that spread across the nation over the next decade. Physical education teachers helped push organized activities out of schools, which resulted in tying sports into the private sector. Pay-to-play sports became popular. By 2005, the number of national championships had grown from 100 to 250. The ages that a player could be a champion had also lowered across the nation, creating competitiveness at younger and younger ages.

friedman3College readiness also became a factor, as the more elite sports and activities were tied into admission practices. College admissions in the U.S., Levey Friedman noted, have had an interesting history. She cited Jerome Karabel’s book The Chosen: The Hidden History of Admission and Exclusion at Harvard, Yale, and Princeton on how “the big three” kept out undesirable students, mainly the poor and the immigrant. The “all-around man” rose in admissions interviews, and it became important to be an athlete and to belong to clubs in order to attain quality higher education.

The three activities Levey Friedman focused on represented academic activities (chess, an individual activity, mainly populated by boys); artistic activities (dance, a solo or group sport, mainly populated by boys); and athletic activities (soccer, a team sport, played equally by boys and girls).

Competitive Kid Capital – Levey Friedman collected various quotes from kids and parents about their experiences with sports and analyzed the sports’ impact. She found that sports:

  1. Internalize the importance of winning
  2. Allow kids to bounce back from a loss to win again in the future (but, Friedman noted, also represent higher stakes, as scores and stats are usually public information)
  3. Help kids learn how to perform in and adapt to stressful situations, and time pressure
  4. Allow kids to perform under the public gaze of others

Gender Scripts in Sports

friedman4When asked how they chose these activities, parents differed in what they sought for their kids. Soccer parents wanted their girls to be more assertive and aggressive; dance parents wanted their girls to be more feminine and graceful. The dance environment was kinder and more supportive, with indirect competition and relational skills. Soccer taught kids to be forceful; it discouraged “girly girls.” Women who chase balls and score on a soccer field are metaphorically being trained to chasing and scoring other things in life. Chess is similar to soccer for girls; the girls learn to be aggressive when playing.

Skills learned by kids in sports and activities translate into job acquisition skills, Levey Friedman noted. Lauren Riviera’s Pedigree: How Elite Students Get Elite Jobs exposes how employers draw ideas about candidates’ talents based on their activities, sports, and social status. Levey Friedman shared a slide on how the parents she studied are grooming their children. For example, 52% of children who played chess had two parents who had earned graduate degrees; only 8% of children taking dance had two parents with graduate degrees. Chess parents thought of the game as a path towards success in higher education, while dance parents thought dancing well would help their daughters attract a mate and find success in marriage. Parents were feeling stress to help their kids succeed on a potentially unequal playing field and were enrolling them in activities on a path to attaining things they felt were important to them.

friedman5The Education Department thanks Dr. Levey Friedman and all the other presenters of the Fall 2016 Speaker Series for taking the time to present their research to the Brown community.

Advertisements

Recap of Education Department Fall 2016 Speaker Series Presentation of “A Night with Clint Smith”

image5“Writing,” Clint Smith announced to a packed auditorium in Barus and Holley on Tuesday, Oct. 26, “is a means of wrestling with questions I don’t have answers to.” Smith – a writer, teacher, TED Talks speaker, Harvard University Ph.D. candidate, and 2014 National Poetry Slam champion – was presenting “Art and Critical Pedagogy: Using Poetry to Challenge Dominant Narratives” at the Education Department’s third Fall 2016 Speaker Series event.

Homer, Smith told the crowd, had an epic poem that was passed down from mouth to mouth. Writing only for the page is a false notion; poetry’s roots are as an oral art form. He then launched into a dynamic, thoughtful, and oftentimes hilarious presentation that had the rapt attention of more than 200 audience members, instructing his listeners on etiquette with a quick “snap during, clap after” request. During the rest of this talk, fingers snapped around the room at various times when his poems and statements resonated with audience members, quiet in sound but thunderous in reaction to and appreciation of his words.

Smith, who was born and raised in New Orleans, gave some background information on his relationships with his parents (urging audience members, when he spoke of his father’s experience obtaining an organ transplant, to sign up to be organ donors to help offset the transplant waiting lists that tend to be longer for people of color and people in poverty). Smith learned from his father at an early age – too early to fully understand at the time – that the implications of his decisions might result in different outcomes than for Smith’s non-black friends. Smith referred to Tamir Rice, the 12-year-old shot dead by police two years ago for holding a toy gun. Smith’s father’s fears had been real. When he recited one of his poems following that introduction, two lines in particular drove home what Clint had just spoken of: “Someone’s idea of implicit bias might be the reason you might not wake up in the morning,” and “I want to live in a world where my son isn’t presumed guilty from the moment he is born.”

image7Smith thanked Christina Villarreal, Brown’s director of secondary history education, for helping to reconceptualize the notion of history. History, Smith noted, doesn’t always address what isn’t convenient to the narrative. Thomas Jefferson is celebrated as a president and historical figure, but many stories ignore the fact that he was a racist and a slaveholder. Jefferson didn’t try to hide this but in fact spoke his thoughts openly and published them. In his mind, black people didn’t have the capacity to create art; if they did put words on a page, it couldn’t be called poetry. Blacks, Jefferson believed, didn’t have the capacity to love. The dominant American narrative, Smith explained, was a state-sanctioned policy to marginalize and dehumanize a race. When we think of the civil rights movement, we think of Martin Luther King, Jr. as a celebrated figure – but at the time, ⅔ of Americans disapproved of King, just as many Americans today mischaracterize or judge the Black People Matter movement. In our collective American social memory, we don’t talk about these things. Franklin D. Roosevelt’s New Deal is celebrated in history books, but the New Deal was written to deny black citizens access to the very benefits it promised Americans – Social Security, GI bill, mortgages, minimum wage, and more. The New Deal may have created the middle class, but it skipped a huge section of the country, and politicians legally enacted law barring blacks from social benefits – yet people today point fingers at black citizens, asking why blacks are more likely to live in poverty than others.

Look at our history, Smith implored. The first blacks were brought to America as slaves in 1619. The Emancipation Proclamation didn’t pass until 1863. Voting and civil rights weren’t passed until 1964 and 1965 – only 50 years ago – and there are still issues of inequality today. America, Smith stressed, enjoyed 350 years of history in which it was legal to dehumanize blacks. We need to talk about this in our classrooms, and most of us don’t. In response to that propagation of myth, Clint read from his poem, “Letter to Five of the Eight Presidents Who Owned Slaves While in Office.” When talking about getting both sides of the story, the poem stated, “At some point, you have to question who the writer is.”

smith5We live in a world, Smith said, where blacks can be stopped, can be frisked, can have assumptions made about their personalities at first sight. There is duality in our history; Jefferson was a good president, AND he was a racist and a slave holder. Both sides exist; both sides should be acknowledged. Smith then read five poems, each one on what an inanimate object – an ocean, a cicada, a fire hydrant, a window, and a cathedral – would say to black boys. The audience was spellbound at these unusual but powerful narrative views.

Only moments later, versatile speaker Smith had the audience laughing at his descriptions of his failures as a basketball player. Smith had always been chosen among the first for teams – resulting in disaster, as described in one line from the next poem: “My jump shot be all elbow and no wrist.” Counting Descent, Smith acknowledged, was about speaking the truth – the whole truth.

Mike Brown was killed the same week that Smith started grad school, and Smith has been writing the book these past two years in a post-Ferguson context. Smith wanted to humanize death of and violence toward blacks; the feelings he is grappling with are real and visceral. We’re not defined, Smith stated, by the things that kill us or seek to render us obsolete. There is a U.S. history of violence against blacks, but it is also amazing how fundamental black culture is to U.S. history. Blacks helped build this country, and they are woven into its fabric.

My life has not been entirely defined by violence and fear, Smith continued. He has attempted to capture black resilience and joy amid the greater, sadder black American landscape. Both sides are important to understanding the black experience. He told of the sweetness (and, to his young self, embarrassment) of his parents dancing together in the kitchen to “Before I Let You Go” by Frankie Beverly and Maze, which later inspired him to capture that moment in a poem he read to the audience.

The writer/poet label, Smith restated, doesn’t necessitate answers; it’s a means of wrestling with questions. If we ask questions we already have the answers to, we negate that process. We need to rethink concepts and re-imagine who police are and what they do. Look at us now, Smith, who works with prisoners, asked the audience. We are a society that puts people into cages for life. Remember how the French used to cut off heads with a guillotine? For us that’s barbaric; for them it was a normal way of life. Someday we’ll look back at life imprisonment with similar eyes to looking at guillotines. We have 200,000 people in the United States serving life sentences in jails, and we haven’t pushed ourselves towards different solutions to our problems. Don’t just tinker, Smith appealed; tackle.

Smith’s last poem was about the trauma caused by Hurricane Katrina, and the audience reacted with enthusiastic snaps at the haunting line, “Can you claim something as your own if you don’t remember how you found it?”

In response to Smith’s invitation for questions, someone asked about the influence of his father. Smith cautioned teachers to be careful about filling a parent role for students. Many of the prisoners he’d worked with hadn’t had biological fathers, and Smith recognized that and was careful not to position himself as anything but a peer; anything else would be disingenuous. Look at the Moynihan report, Smith said; black family structure is being blamed for problems in black society. Racism is the reason for those problems, not female heads of households or non-nuclear families. Neither he nor anyone else should seek to fill in a family gap; instead, Smith engages with prisoners and learns from them. The classroom isn’t one-way, Smith told the audience full of future teacher leaders. Students bring ideas and knowledge into classrooms, too; it can and should be a shared collective experience. Don’t set out to teach; set out to engage.

smith8Another question addressed the balance between criticism and exposure of history. Smith acknowledged that it’s a difficult balance; we want to show students that the world sees blacks as less than human but let them know they’re not responsible. Students need to be shown both sides: the world is set up for them to fail, but they have the agency to change things. Different decisions can be made. They can wield their power; they can build a different world.

What’s the difference for you, another student asked, between writing for the page versus the stage? Also, regarding Smith’s Ph.D. research at Harvard, how does Smith use poetry with prisoners?

Writing is a process and a practice, Smith responded. Several times, he has made himself do a “30 for 30,” writing a poem every single day for a month. Just as with sports, you have to practice to write; in his case, he had to write 25 bad poems in order to write 5 good ones. You have to do the work to create the work, he advised the audience.

As for the written page, Smith cautioned against positioning the page as more valuable than the stage. They are different genres that feed in different ways, and appearing in a reputable publication isn’t necessarily a bigger indication of success than winning a poetry slam. Smith did acknowledge that he wrote for the page in the case of Counting Descent to break out of a competitive context. He’d been writing poems to fit the 2.5-minute frame for slams, and he wanted to experiment with other lengths, which led to other material and expressions.

In Smith’s Ph.D. program at Harvard, there is a relationship between the social scientist and the artist. Both are part of him. What he internalizes academically often surfaces artistically, and writing is a form of expressing both personal and political values. His next book, Smith revealed, will focus on the relationship between education and incarceration.

In response to a question about using pedagogy to become a better person and the relationship between art and ethics, Smith said he entered grad school committed to avoiding inaccessibility; he’d been seeking the intellectual toolkit to name and understand things. He has the language to argue against misconceptions and misnomers and to challenge ideas like that of “black-on-black crime.” Smith enjoys his work in the prisons because he had wanted to be in a space that reminds him of why he came to this field of study. He doesn’t want to just read books; he wants to ground the knowledge he’s seeking and stay in touch with the reasons why he’s there.

In response to the final question – about whether he writes to challenge and assert himself – Smith stated that people write about poverty to legitimize themselves and their social institutions. Those people use narratives to benefit themselves without helping the people to whom the stories belong. It’s important to illuminate those people. It’s important to think about and account for the fact that this is people’s lives and not just a vehicle for people to gain tenure or publications or a name for themselves.

image9

Smith thanked the crowd for coming and for asking great questions, and he offered to sign copies of Counting Descent. Thrilled by Smith’s performance, autograph seekers filled the hallway.

2016 Speaker Series Presenter Jason Okonofua Discusses Threat, Bias and Stereotypes

okonofua1Students lined the seats, the walls, and even the floors of the Dewey Conference Room of the Barus Building on Tuesday, Oct. 18 to hear Stanford University Assistant Professor in Psychology Jason Okonofua present, “”When Bias and Threat Persistently Interact: A Holistic Approach to Understand the Lingering Effects of Stereotypes.”

Dr. Okonofua began with a live demonstration of implicit bias, asking the audience to guess how many triangles were in a figure he displayed. Audience answers varied from three to eight, but the real answer was zero. As the sides of the triangles were incomplete and unconnected, they were not making complete shapes. Our brains, Okonofua explained, are wired to take in information and fill in missing gaps. We humans tend to categorize, to favor our own, and to make judgments without having complete information. Continue reading

Nora Gordon Kicks Off Fall 2016 Education Department Speaker Series

On Thursday, Sept. 22, students, faculty and staff gathered over lunch in the Barus Building Dewey Conference Room for the first of the Department of Education’s four-part fall semester speaker series. Georgetown University McCourt School of Public Policy Associate Professor Nora Gordon kicked off the series with her dynamic presentation, “Medicaid, Special Education, and Children’s Access to Health Services.”

Education Dept. Chair Kenneth Wong and Dr. Nora Gordon

Education Dept. Chair Kenneth Wong and Dr. Nora Gordon

Dr. Gordon, a research associate of the National Bureau of Education Research and an expert on Title I of the Elementary and Secondary Education Act, has been studying school-based Medicaid billing for special education and trends in how states use categorical versus general aid for education. Looking around the room at various student teachers, she shared her excitement at talking about the project with people who have spent more time in schools than she has, then jokingly answered a query on how she balances teaching, research, advisory panels, and raising three kids (the secret to her success: an 8:30 p.m. bedtime). Then she briefed the audience on how in 1988 Congress authorized Medicaid to reimburse for Individuals with Disabilities Education Act (IDEA)-related services for children with special education needs. She had been surprised to learn just how large the Medicaid program is for school-aged children. Continue reading

The Brown Education Department Speaker Series Presents Dana Goldstein

Last week the Brown Education Department Speaker Series concluded for the semester with its fourth and final speaker of the year. The department welcomed Dana Goldstein, a 2006 Brown graduate, journalist, and the author of the New York Times bestseller The Teacher Wars: A History of America’s Most Embattled Profession.

This slideshow requires JavaScript.

In her book, Dana Goldstein asks, “Why is teaching the most controversial profession in America?” Historically, American public school teaching developed as an explicitly working class job. Yet at the same time that we pay public school teachers poorly, police their political activity, and prevent them from influencing the curriculum, we have come to expect teachers to play a key role in the eradication of poverty and inequality.

Goldstein outlined in her presentation how many attitudes about the school reform debate are old and cyclical rather than new conversations.  Moral panic, for example, has frequently caused us to focus on who is teaching rather than addressing structural issues. The concept of data-based reform is also not new, with the idea of pay tied to performance being almost a century old. Goldstein further outlined how valuable data that is not test scores is historically ignored, even if it yields important insights, such as how school funding correlates to teacher effectiveness. The media further exacerbates issues with this conversation by incentivizing focusing on extremes rather than on how to improve the average teacher.

Ultimately, Goldstein concluded by noting the underlying issue that education reform is usually done to teachers, not with teachers, and that if we are truly going to increase the prestige and effectiveness of American public school teaching, we need to use a new strategy: conceiving of teachers as intellectuals, and allowing them to collaborate to exercise real professional discretion and leadership.

The Brown Education Department Speaker Series Presents Dr. Ansley Erickson

The Brown Department of Education hosted another installment of its Speaker Series last week, and was proud to feature Dr. Ansley T. Erickson, Assistant Professor of History and Education at Teachers College, Columbia University. Erickson co­-directs the collaborative and digital historical research project Educating Harlem.​ Dr. Erickson is a graduate of Brown University, class of 1995, with a B.A. in Education Studies and Political Science.

This slideshow requires JavaScript.

As Dr. Erickson began her talk, she remarked how the classroom where we were assembled coincidentally held special significance for her. The lecture hall was the ​location of her first Brown University Education class, taught by the legendary education reform leader Ted Sizer, the Founding Director of the Annenberg Institute for School Reform. We were further honored to have the late Sizer’s wife, Nancy Faust Sizer, present in the audience for Dr. Erickson’s presentation.

American schools today are starkly segregated by race and class. After a few decades of limited attention to this problem, advocates are calling for a new era of desegregation. Dr. Erickson walked the group through her research on the history of desegregation in Nashville, Tennessee, one of the longest-­running, broadest, and most statistically successful school desegregation plans in the country, and indicated how her case study could offer important lessons, and at times cautions, for desegregation efforts going forward.

Dr. Erickson pointed out various systemic roadblocks to true integration. For example, despite the new illegality of school segregation in the 1960s, it continued to be unofficially enforced by the state due to federal suburban home financing only being available to white families. Once busing was introduced, a more genuine integration began, however this still raised the moral question of if a black student’s education was “equal” if they were systemically being told that in order to receive a quality education they must be removed from their communities.

Dr. Erickson argued that fostering equality today depends on reckoning with segregation’s deep roots, desegregation’s complex history, and considering these intricate questions.

The Brown Education Department Speaker Series Presents Dr. Douglas Harris

Douglas Harris_Headshot
The Brown Education Department Speaker Series held its second installment last week, and was proud to feature Dr. Douglas Harris, a Professor of Economics, the Schleider Foundation Chair in Public Education, and founder and Director of the Education Research Alliance for New Orleans (ERA-New Orleans) at Tulane University.

Dr. Harris delivered a presentation to the Department entitled “Taken by Storm: The Post-Katrina New Orleans School Reforms and their Effects on Students“. The school reforms put in place in New Orleans after Hurricane Katrina represent the most intensive test-based and market-based school accountability system ever created in the United States. Collective bargaining ended, school choice expanded, and nearly all public schools were taken over by the state. Now ten years later, Harris’s study is providing New Orleans with the first examination of the effects of this package of reforms on student achievement.

This slideshow requires JavaScript.

Harris walked Education Department faculty and students through his research step by step, showing that even when controlling the data for other influences, over time the reformed system of schools had clear, statistically significant positive effects on student outcomes.  Despite these encouraging initial results, Harris cautioned that this extreme overhaul approach may not be generalizable to other geographic locations, but was only successful in New Orleans due to a specific combination of circumstances, such as population characteristics and the rapid influx of passionate teachers to the area post-Katrina.

The Brown Education Department Speaker Series Presents Dr. Luther Spoehr

The Brown Education Department Speaker Series kicked off this week, and was proud to feature Dr. Luther Spoehr, a Senior Lecturer in Education and History at Brown University, and the Director of Brown Undergraduate Studies. Spoehr’s main activities at Brown involve teaching about the history of American higher education and the history of American school reform. His First-Year Seminar, “Campus on Fire,” looks at American colleges and universities in the 1960s. Other courses include a survey of the history of American higher education, the history of intercollegiate athletics, and the history of academic freedom. Dr. Spoehr also does work on best practices in the teaching of history and frequently consults with schools and school systems that want to improve their history teaching.

This Wednesday, Dr. Spoehr delivered a presentation to the Department of Education entitled “Francis and Ira’s (Sometimes) Excellent Adventures: Wayland, Magaziner, and Curriculum Reform at Brown,” a talk outlining the research Spoehr has conducted into Brown’s curriculum journey since the University’s founding in 1764.

This slideshow requires JavaScript.

Dr. Spoehr began by discussing the University’s roots as a small school of approximately 80 male students, being taught Latin and the classics by a single professor, and then touched upon the (at the time) outlandish reforms implemented by President Francis Wayland in the 1800’s, allowing for modern languages and practical skills such as agriculture, and science and chemistry applied to the arts.  These reforms were considered a failure initially, supposedly attracting a lower caliber of students, but today are frequently sited as being “ahead of their time”.

Brown University’s “New Curriculum” of no required core curriculum or distribution requirements was not born until the 1960’s, when student activists led by undergraduate Ira Magaziner (whom Dr. Spoehr has had the privilege of interviewing for his research) pushed for more engaging and utilitarian courses.  Elements of Magaziner’s New Curriculum exist to this day at Brown University, and current faculty in the audience remarked that it is because of the lack of requirements at Brown that they can be sure that when they walk into a classroom, their students want to be there.

The UEP Speaker Series Presents Dr. Andrew Ho and Dr. Maia Cucchiara

With Brown’s spring semester officially under way, the Urban Education Policy Program was eager to resume its UEP Speaker Series!  Over the past two weeks, we proudly hosted two bright and engaging speakers at our campus – Dr. Andrew Ho and Dr. Maia Cucchiara:

Dr. Andrew Ho is a Professor of Education at the Harvard Graduate School Andrew Ho Headshotof Education. He is a psychometrician who studies test-based educational accountability metrics, and is also the chair of the HarvardX Research Committee that oversees research in Harvard University’s open online courses. His recent projects described bias in proficiency-based trends, developed robust achievement gap measures, and clarified the outcomes of Massive Open Online Courses (MOOCs).

Drawing on his research on MOOCs, Dr. Ho delivered a presentation “HarvardX and MITx Massive Open Online Courses (MOOCs): Outcomes from 2 years, 64 courses, and 1.5 million participants” to the UEP cohort.  MOOCs, online courses aimed at unlimited participation and open access via the web, were the subject of media hype only a few years ago and promised to be “disruptive” to traditional education.  Now with several years’ worth of data to look at, researchers such as Dr. Ho are beginning to understand the challenges and complexities that come with trying to measure MOOCs’ actual effects on education and learning.

Dr. Ho’s (only somewhat) tongue-in-cheek rules for analyzing MOOCs “Rule #1: Know your numerator.  Rule #2: Know your denominator”, alluded to the fact that when dealing with literally millions of participants, changing your definitions can radically change your outcomes.

This slideshow requires JavaScript.

 



Dr. Maia Cucchiara
is an Associate Professor of Urban Education at Temple Maia HeadshotUniversity. She holds a joint Ph.D. in Education and Sociology from the University of Pennsylvania and applies a sociological lens to questions of urban education policy and practice. Maia studies school reform and its implications for equity and civic capacity. In particular, she is interested in the intersection between social policies, race, class, and the lived experiences of people targeted by policy initiatives.

Drawing on her ethnographic research of a public school in Philadelphia, Pennsylvania, Dr. Cucchiara wrote her Ph.D. dissertation and published a book entitled “Marketing Schools, Marketing Cities: Who Wins and Who Loses When Schools Become Urban Amenities“.

Dr. Cucchiara’s book and presentation to UEP students focused on the Center City Schools Initiative: a marketing and rebranding campaign that took place in the early 2000’s in public, city center schools of Philadelphia.  The goal of the initiative was to improve public schools by getting more middle class students to attend Center City Schools, therefore increasing these schools’ tax base.  Dr. Cucchiara’s study involved interviewing hundreds of community stakeholders, and attending PTO and community meetings over a number of years.  Those interested in exploring the full conclusions of her important work should consider reading her book.

This slideshow requires JavaScript.


The UEP program is so grateful that Dr. Ho and Dr. Cucchiara were able to visit Brown for our spring installment of the Speaker Series.  Thank you both for your insightful and fascinating presentations!

The UEP Speaker Series Presents Dr. Stella Flores

StellaLast week, the Urban Education Policy Speaker Series was proud to feature its second presenter of the semester, Dr. Stella Flores, an Associate Professor of Public Policy and Higher Education at Vanderbilt University’s Peabody College. Dr. Flores has served as a program evaluator for the U.S. General Accountability Office, a program specialist for the Economic Development Administration of the U.S. Department of Commerce, and a policy researcher for the Texas State Legislature and various city governments in Texas.

Drawing on her research on the impact of state and federal policies on college access and completion for low income and underrepresented populations, Dr. Flores delivered a presentation titled “Do English Language Learners Go to College? An Examination of Long­-Term Educational Trajectories”, which explored the impact of interventions, such as participation in ELL programs, on student outcomes like high school graduation and college attendance.

This slideshow requires JavaScript.

UEP students were enthusiastic for the opportunity to hear Dr. Flores speak about her research. Current student Kirsten Schmitz remarked that “UEP students take Quantitative Research Methods and Data Analysis our first semester, and so Dr. Flores’ presentation was especially well-timed. It was empowering to engage with her data on a higher level, drawing on the skill set we’ve developed in class and applying it to her findings around English Language Learners and college access.”

While engaging, the presentation also illuminated another side of education research and analysis: that the data encountered in the real world is not as neat or complete as the problems practiced in a classroom setting.  UEP student Mateus Baptista noted that Dr. Flores’s work highlighted “the clear limitations of data sets and how researchers can only work with what they are given.” For instance, no data was available to Dr. Flores on students’ parents’ education levels, a factor which clearly may have some influence on student outcomes. These limitations served as a welcome reminder of the realities of education practice and research.

The UEP program is so grateful that Dr. Flores was able to visit Brown for the second installment of the Speaker Series, and looks forward to resuming in the Spring semester with new presentations!