Welcome to the inaugural issue of the National Center for the Elimination of Educational Disparities (NCEED) newsletter! As the first director for the Center, I’m thrilled to embark on this new journey with you, sharing experiences and delving into the pressing questions our research community is addressing. Our mission is clear: NCEED conducts research that illuminates the causes and manifestations of educational disparities. That work includes designing and implementing evidence-based interventions, building coalitions, and mobilizing resources to eliminate these disparities.
Growing up in Selma, Alabama, civil rights and equality have always been central to my life. This year marks 60 years since the Voting Rights Act and the historic Selma to Montgomery marches. These are not just historical milestones for us in Selma—they are the bedrock of our nation’s ongoing commitment to justice and equality, aligning with NCEED’s vision of transforming public schooling and eliminating educational disparities.
Education is my passion, especially uplifting historically underserved Black and Brown students. Disparities in educational outcomes persist, and while we’ve seen many attempts at addressing these disparities, progress is slow and, at times, feels intractable. NCEED’s vision of driving systemic change includes responding to Maryland’s landmark initiative in education, the Blueprint for Maryland’s Future, and exploring the impact of the Maryland State Department of Education’s Comprehensive K-3 Literacy Policy. Yet, change requires more than policy work; it demands collective action and dedication locally, statewide, and nationally.
Drawing from my experience as a superintendent in St. Paul, Minnesota; Austin, Texas; and Atlanta, Georgia; addressing the challenges in our school communities is difficult, and it is even more difficult for underserved student populations. For example, disproportionately, black and brown students face higher rates of special education identification and disciplinary actions than their white peers (Amos, 2021). Leaders of Social Emotional Learning (SEL) programs understand the necessity of tackling bullying, trauma, depression, and other student crises.
Research underscores that effective SEL programs in urban environments necessitate curricula reflecting students’ realities, aligning with NCEED’s mission of designing evidence-based interventions. Transformative curricula strive to understand and address the genuine challenges facing students, families, and educators (Belli, 2020; Moeller, 2020; and Kotter, 1995 & 2008).
These focus areas, our pillars, will feature prominently in the NCEED newsletters. Not just identifying problems—many already well-known—but concentrating on solutions. Through research and innovation, NCEED will make its mark in the field to help serve our stakeholders and they work to improve the quality of life for our children and their families.
This moment is ours. Inspired by our shared history and aligned with our mission and vision, we strive for a future where all children have access to a choice-filled life. Again, thank you for joining this journey with us! I invite you to partner, engage, and grow with NCEED!
