It is indeed the most wonderful time of the year and not just because it’s the holiday season! I’ll also be celebrating the joy of our research center’s first successful year in publishing our newsletter. Looking back over our inaugural editions of the Equity Express, NCEED’s newsletter, I see growth in reach and depth with over 1,000 readers each month and in topics reflecting on important federal, state, and local programs, policies, and initiatives; significant research; and momentous milestones and events that have affected the lives of students, families, teachers, and school communities.

In the inaugural edition of the Equity Express newsletter in April, I discussed growing up in Selma, Alabama, and the centrality of civil rights and equality to my life. It also celebrated the 60th anniversary of the Voting Rights Act and the historic Selma-to-Montgomery marches. As I wrote, 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.

While researchers often study problems, it is also important to recognize successes and progress. In my essay examining teacher “burnout” and shortages, I emphasized the positive perceptions most people have of teachers. For example, “Most people (88%) say a teacher had a significant, positive impact on their life,” and “87% of people say they wish they had told their best teachers how much they appreciated their efforts (May 2025). What teachers do absolutely matters! The Grit, Growth, and Graduation article illustrates the impact that teachers have on HBCU and Morgan State University students every day. Subsequent editions celebrated Juneteenth and Pride Month (June 2025).

As a former superintendent, I particularly value sharing practical experiences, such as strategies for selecting effective leaders (October 2025), and how to make the “Day One” opening of schools a day of service, celebration, and appreciation (August 2025).

The newsletters also highlight the research and professional activities of the NCEED faculty and staff. In the May edition, Dr. Leslie Anderson, Assistant Professor of Family and Consumer Science (and a licensed family and marriage therapist), wrote about factors impacting the mental health of Black adolescents, and steps schools can take to support students’ mental health, including culturally responsive approaches to Multi-Tiered Systems of Support (MTSS). In June, Walter Fields, NCEED’s Community Engagement and Public Policy Liaison, discussed the negative stereotypes of Black fathers, the cultural theory of Africanity, and his personal experiences growing up in such a culture. As he wrote, “I was one of those Black children whose ‘social fathers’ and single mother paved the way for the life I lead today.”

More recently, Dr. Barrett Rosser, Assistant Professor of Teacher Education and Professional Development, discussed her research in the School District of Philadelphia. Working with students and teachers, Dr. Rosser is a co-principal investigator on a team that is “uncovering and amplifying Black Philadelphian histories” by creating a “living archive.” As she wrote, “This project uses literacy as a tool to make hidden histories visible, challenge inequities, and imagine new futures” (September 2025).

The NCEED faculty and staff have diverse research interests and specialties. In October, Esther Ward, National Board Certification Coordinator, and Dr. Simone Gibson, Assistant Director for Literacy at NCEED and Associate Professor in the Department of Teacher Education, wrote about their qualitative study of the challenges faced by Black male teachers completing the National Board Certification (NBC) process, the under-representation of Black males in the U.S. teaching force, the potential of NBC to enhance professional advancement, and the supports for NBC offered through MSDE’s Blueprint for Maryland’s Future.

In November, Dr. Sharde Theodore, Assistant Professor and member of the NCEED Teachers and School Leaders pillar, wrote about the impact culturally responsive teaching has had on her as a student and teacher, and the critical leadership role being played by HBCUs. As Dr. Theodore noted, “HBCUs make up only 3% of U.S. colleges and universities, but they produce 50% of all Black public school teachers. Most importantly, HBCUs create nurturing environments that support first-generation and low-income students, ensuring they not only enter but graduate prepared to lead.”

Other articles highlighted research on the under-representation of women in public school leadership positions, particularly in rural and suburban districts (April 2025); Summer Learning Loss (July 2025); and School Climate and Culture and Chronic Absenteeism from August 2025..

A significant focus of the monthly editions has been on literacy, the reading gap, the Maryland Comprehensive PreK-3 Literacy Policy, and the effective implementation of the Science of Reading (SoR) and Multi-Tiered Systems of Support (MTSS). These are particularly critical initiatives for Black and Brown children, children from low-income families, and millions of children from underserved and under-resourced communities (September and October 2025).

Of course, our public schools do much more than teach academic content. Our schools serve our children’s educational, social, emotional, physical, and health needs. In the November edition, The Equity Express addresses culturally responsive curricula, food insecurity among adults and children, school breakfast and lunch programs, and nutrition policies and practices. In addition, as discussed in earlier Director’s Desk articles, there are literally hundreds of activities involved in operating a school system—see Getting Ready for Day One and Back-to-School: Culture and Climate (July and August 2025 editions, respectively).

Each month, the newsletter includes three articles. Director’s Desk is my personal take on issues impacting today’s schools, students, and children, and often reflects my experiences trying to meet these challenges. Numbers that Matter offers in-depth examinations of important research areas. These have included examinations of Chronic Absenteeism, Summer Learning Loss, the Science of Reading, Universal Screeners, and School Nutrition. The third article typically reflects the current research interests and work of NCEED faculty and staff.

Justice and equity are the foundation of NCEED’s six pillars as we work with partners in Maryland and nationwide to address the most critical issues facing students, parents, communities, teachers, and administrators. In this edition, it seemed appropriate to reflect on our inaugural publication year, while the Numbers that Matter article examines research on how schools engage with their communities and families, and the impact of these engagements on families and children. In the third article, Walter Fields, Community Engagement & Public Policy Liaison for fSTAR, discusses the Maryland governor’s ENOUGH Act and the NCEED team’s work to support the initiative. NCEED remains committed to elevating research and amplifying voices that move us closer to a more just and fair future for all students – what a wonderful time that would be!