Dr. Meria Carstarphen has more than 20 years of transformational leadership and executive management experience in education, with a track record of dramatically improving student and organizational outcomes. Nationally recognized as a successful and experienced public education leader skilled at managing billion-dollar organizations efficiently and effectively, her collective impact spans over 800,000 students, more than 20,000 employees and hundreds of schools. Over her career, she has served as teacher and administrator, and, in the role of superintendent, led the major metropolitan American public school districts including Atlanta, Georgia; Austin, Texas; and Saint Paul, Minnesota. Most recently, she joined Gallup as a Senior Scientist, their first ever in education.

Most recently, Morgan State University in Maryland has appointed her as the inaugural director of the National Center for the Elimination of Educational Disparities (NCEED). In this role, her primary objective is to research and solve longstanding inequities in education for our most vulnerable and disenfranchised student groups so they can have choice-filled lives. Dr. Carstarphen holds a Bachelor of Arts degree in political science and Spanish from Tulane University, Master of Education degrees from Harvard University and Auburn University graduate schools, and a doctorate in Administration, Planning, and Social Policy with a concentration in urban superintendency from the Harvard Graduate School of Education. She has also studied at the University of Seville, Spain, and the University of Innsbruck, Austria.

Dr. Carstarphen has experience in research, journalism, and documentary photography. She is a recovering marathon runner and a dedicated mentor to many.  She hails from Selma, Alabama, where she was born and raised in a family of four girls.

Dr. Leslie A. Anderson is an Assistant Professor of Family & Consumer Sciences and a licensed marriage and family therapist with over 10 years of clinical experience, primarily serving Black youths and families. As a faculty affiliate of The National Center for the Elimination of Educational Disparities (NCEED), she conducts research on the social and emotional learning and psychological well-being of both children and adults. Dr. Anderson earned her Ph.D. in Human Development and Family Science, with an emphasis in Marriage and Family Therapy, from the University of Georgia.

As a scholar-practitioner, Dr. Anderson’s program of research focuses on the intersection of Black familial processes, race and racism, and psychological well-being. Specifically, she investigates how racial socialization and a positive racial identity act as protective factors against racial harm and injury.

Her research has been published in the Journal of Family Theory and Review, the Journal of Black
Psychology, Cultural Diversity and Ethnic Minority Psychology, the Journal of Research on Adolescence, the Journal of Social Issues and others. Dr. Anderson also serves on the editorial boards of the Journal of Family Theory and Review and Family Process, and she reviews for numerous other academic journals.

A cornerstone of Dr. Anderson’s scholarship is her commitment to amplifying the voices of underserved and historically excluded communities while centering their lived experiences. She is currently part of a multi-institutional research team conducting a longitudinal project funded by the National Institute for Mental Health (NIMH) that aims to identify risk and protective factors for suicidality among young Black children in early and middle childhood.

Dr. Bryant Best is an Assistant Professor of Urban Education and a faculty affiliate of The National Center for the Elimination of Educational Disparities (NCEED). His interdisciplinary research explores the intersections of race, policy, and public education, with a particular focus on reparative justice, community engagement, and the cultural politics of schooling. Dr. Best earned his Ph.D. in Justice & Diversity in Education from Vanderbilt University, and he brings extensive experience as both an independent education consultant and former policy advisor focused on equity and racial justice in K–12 and higher education.

As a scholar-practitioner, Dr. Best’s research examines how race-conscious policies—and their absence—shape educational access, harm, and/or opportunity for Black students and communities. His work spans multiple domains, including the mechanisms and outcomes of school discipline disproportionality, cultural humility, and the role of cultural expression, such as those found within hip-hop, gaming, and sports culture, in public policy discourse and grassroots efforts in Black communities. He is especially interested in how public systems operationalize or undermine justice through formal policy and legal frameworks, as well as how community-centered social movements can counteract those measures.

Dr. Best’s work has been featured in venues such as Race & Ethnicity in Education, Journal of Emotional and Behavioral Disorders, and Language Arts, among others. A cornerstone of Dr. Best’s scholarship is his commitment to amplifying the voices of historically excluded communities through participatory and culturally grounded methods. He is also developing a new research agenda on gaming and digital culture as vehicles for educational equity and STEM engagement.

Bill Caritj comes to NCEED with a deep expertise in educational assessment, evaluation, and accountability, leading these critical divisions in nine public school districts, including six of the nation’s largest. His work has shaped instructional technology, research, and data-driven decision-making in K-12 education. An accomplished author and thought leader, Bill publishes a monthly educational newsletter and has written two books, Fortunate Sons and How to Fix Our City Schools, providing insights into the complexities of school reform and leadership.

Throughout his career, Bill has been a trusted voice in education policy and practice, presenting research and evaluation findings at national conferences, school boards, and the U.S. Department of Education. His expertise has influenced grant-funded initiatives developed in partnership with leading educational institutions. With a background in educational research and psychology from the University of Virginia, he continues to advocate for evidence-based strategies that drive meaningful change in public education.

Juan Cortes has over a decade of experience working to improve outcomes for students across the K-12 and higher education sectors. His passion for a career in education began by helping local high school students from the Latinx community as they transitioned into postsecondary education. Working at a campus where services were offered in a culturally familiar context, he helped develop and implement a peer mentoring program to support increased rates of student persistence and completion. Within the K-12 education sector, Juan’s work has focused on research and program evaluation at the school system level. Through the Strategic Data Project Fellowship at Harvard’s Center for Education Policy Research, he was placed in the Cleveland Metropolitan School District where he helped develop key indicators to measure progress on the district’s strategic initiatives as well as developing an on-track to graduate measure to help support early identification of students in need. In his subsequent role at Baltimore County Public Schools, his work focused primarily on designing, conducting, and reporting on various program evaluations and research projects for the school system.

Currently, Juan is a Ph.D. Candidate at the Johns Hopkins School of Education and a Graduate Research Assistant at the Baltimore Education Research Consortium (BERC).  His research focuses on the application of advanced quantitative methods to examine student’s academic trajectories through secondary education and to better understand access to postsecondary education, especially for minoritized and marginalized populations. He holds a master’s degree in higher education from the Harvard Graduate School of Education and a bachelor’s degree in philosophy from the Catholic University of America.

Walter Fields is the founder of the Black Parents Workshop, Inc., a not-for-profit parents advocacy organization based in South Orange-Maplewood, NJ that championed a landmark federal civil rights lawsuit on behalf of Black students in the local school district. Walter previously served as Director of Public Affairs for the New York Trial Lawyers Association, and Vice President for Government Relations for the Community Service Society in New York City. Upon his relocation to Maryland, he has assumed the role of Co-Chairperson of the Advisory Council Strong Schools Maryland, a statewide education equity advocacy organization. In addition, he serves on the Board of Child First Authority, an organization that sponsors in-school and out-of-school programming at twelve Baltimore City community schools. In the past, Walter was a Member of the Prince George’s County (MD) Board of Education, appointed by County Executive Angela Alsobrooks, and served as the Chair of the Policy and Governance Committee.  He served for many years on the Board of the New Jersey State Conference of the N.A.A.C.P. and was the organization’s political director.

His background also includes work as an award-winning journalist and experience in every medium of journalism – daily press, magazines, radio, television, and Internet news. He was hired by NBC News as an original political contributor on the MSNBC Cable News Channel and for MSNBC.com, contributor to National Public Radio (NPR), news anchor on WRKS “KISS-FM” in New York City, Contributing Editor to New Jersey Reporter Magazine, and Publisher of City Limits Magazine in New York City. Walter Fields has also been a strong advocate for diversity in media and accountability in reporting. Walter has also been an adjunct professor in political science at Montclair State University and a Visiting Lecturer in public policy at Meiji Gakuin University in Tokyo, Japan.  Walter has consulted on projects in Japan, the United Kingdom, South Africa, Botswana and Swaziland.

Dr. Simone Gibson currently serves as the Assistant Director for Literacy at the National Center for the Elimination of Educational Disparities (NCEED) and holds the position of Associate Professor in the Department of Teacher Education at Morgan State University. Before transitioning to teacher education, Dr. Gibson gained extensive experience as a classroom educator in Howard County, Baltimore City, and Prince George’s County Public Schools. In her present role as a literacy specialist, she focuses her research and professional development efforts on equipping both pre-service and in-service teachers with the skills to integrate culturally humble and evidence-based practices into literacy instruction. Dr. Gibson has contributed to the academic field through the publication of numerous articles in peer-reviewed journals.

Bill Goodman is a veteran Creative and Marketing Director with extensive experience in the field of visual and brand storytelling. In his work, Bill has played pivotal roles in transforming the visual identity of organizations through his expertise in art direction and brand management, aligning organizations’ visual representation to mission, vision, and objectives.

With a rich background in international cable television and education, including urban schools, Turner Broadcasting, and Warner Channel Latin America, Bill has led strategic initiatives, shaping brand identities and strengthening audience engagement. Most recently, he has focused on leveraging media and storytelling to promote lifelong learning and drive meaningful narrative change in education.

Dr. Shuanta Broadway McDaniel has been an educator for over 25 years. She holds a bachelor’s degree from the University of Arkansas’ Sam Walton College of Business. Dr. Broadway McDaniel completed her M.A.T. from the University of Memphis and her doctoral work was completed at the University of West Georgia with a focus on school improvement. Dr. Broadway McDaniel worked twenty plus years in Atlanta Public schools as a teacher, principal, and other district administration roles. She broke barriers in the State of Utah where was an Area Director-Supervisor of School Administrators for Salt Lake City School District in Salt Lake City, Utah.

Most recently, Dr. Broadway McDaniel served as Deputy Superintendent/Chief of Performance Management, Equity, and Accountability for Allentown School District in Allentown, Pennsylvania where she led the district’s strategic planning. During her tenure in education, she has been recognized publicly for her work in improving outcomes for student achievement and growth. Dr. Broadway McDaniel truly loves every aspect about the education field and has dedicated her professional career to improving educational experiences for students and those who serve in the field.

Dr. Elizabeth Holliday Morgan, is a passionate educator, researcher, and advocate for disability rights and inclusion, is committed to empowering BIPOC mothers and ensuring equitable access to services for their children. Her dedication began during her tenure as a K-12 teacher and administrator.

As an Associate Professor in Morgan State University’s Department of Advanced Studies, Leadership, and Policy with affiliation to the National Center for the Elimination of Educational Disparities (NCEED), Dr. Morgan strives to amplify marginalized voices through impactful community-based applied research projects and to prepare the next generation of educational leaders and disability rights advocates.

Ms. Sirina Sucklal has over 15 years of grant writing experience and has served as a reviewer with the federal government as well as the state of Maryland. While Ms. Sucklal has worked in industry, academia, and the nonprofit sectors, she has focused her volunteer work primarily on helping students who are the most vulnerable and underrepresented in our school systems in addition to counseling clients within the Greater Baltimore region on starting and expanding businesses. Ms. Sucklal has written numerous grants to fund programs focused on increasing the number of minorities, women, and people with disabilities in science, technology, engineering, and math (STEM) programs, specifically Robotics and Cyber Security. She has published articles on the application of STEM within our communities and the results of minority students’ participation in STEM programs.

Ms. Sucklal’s work reflects her ability to establish and maintain communication with federal, state, county, and school officials to ensure compliance with rules and regulations, accessing information and submitting documentation upon request. She possesses strong research, organizational, record keeping and time management skills as well as the acumen to work independently and/or as part of a team to conduct complex assignments as well as exercising discretion in decision making based on best practices, technical expertise, and professionalism. Ms. Sucklal is a solution-oriented individual, who assesses each problem independently and widely for solutions. She has a J.D. in Law, M.Sc. in Information Technology and a B.A. in Political Science with a minor in Psychology.

Isaac Taylor is a Research Assistant at the National Center for the Elimination of Educational Disparities, School of Education and Urban Studies. He holds a B.Sc. in Biochemistry and an M.Ed. in Science Education from the University of Cape Coast, a Postgraduate Diploma in Education from Valley View University, and an MSc. in Global Health and Management from the University of Aberdeen. Currently pursuing an Ed.D. in Science Education at Morgan State University, he is passionate about uplifting and supporting Black Science Educators and promoting a diverse, thriving teacher workforce.

Isaac’s career in education spans over a decade, including teaching high school science students from 2011 to 2021 under the Ghana Education Service. He also served as an adjunct lecturer at the College of Distance Education (CODE) of the University of Cape Coast and the College of Distance and e-Learning (CODeL) of the University of Education, Winneba, where he tutored students in Integrated Science, Basic Chemistry, and Methods of Teaching Basic School Science.

In addition to his teaching experience, Isaac has worked with the Wallace Foundation in the USA and the Dennis Law Legacy Trust in Scotland. He has authored two publications in the field of education and served as a Center Inspector for the National Board for Professional and Technician Examinations from 2017 to 2020. Isaac holds teaching licenses with the General Teaching Council of Scotland and Qualified Teacher Status (QTS) in the United Kingdom. His research interests include in-service education and science teacher retention.

Esther Ward has worked as a Speech-Language Pathologist for 22 years providing individual, group, and classroom-based services for preschool through high school students. She provides prevention, intervention, and assessment services to improve the speech/language skills of students. She has facilitated workshops for the professional growth and development of educators along with educating families about speech/language disorders. She has supervised and mentored graduate student clinicians and newly employed Speech-Language Pathologists. She is pursuing a doctoral degree in Educational Policy and Leadership at American University.

Dr. Darryl L. Williams has more than 30 years of educational leadership and coaching in education, with experience in Washington, DC, and Maryland. He served in urban and suburban school systems and served as a mentor and coach to many. During his career, he has served as mathematics teacher, principal of a middle school, and two high schools with a student population that was over 2200 students. In his role as a central office administrator and superintendent, he served and led in the largest and third largest school systems in Maryland. His focus was on student achievement, teacher and principal pipeline, community partnerships and family engagement, school and system budgets. He served as the secretary for one year for PSSAM – Public School Superintendent Association of Maryland, and a member of AASA – The School Superintendent Association and Large Countywide and Suburban District Consortium. He finished his four year contract as superintendent in 2023.

In August 2023, Morgan State University in Maryland appointed him as a Professor of Practice and Program Director of the Admin 1 & MS Program in Educational Administration and Supervision. In addition, he was hired as the assistant director of the National Center for the Elimination of Educational Disparities (NCEED) focusing on urban teacher and leader recruitment and retention. He also has an interest in leadership positions for women and Black males. Dr. Williams holds a Bachelor of Arts degree in mathematics from Hampton University (VA), a Master of Arts in Educational Administration from American University (DC), and a Doctor of Education in Education Policy and Leadership from University of Maryland College Park (MD).

He has experience in school improvement, middle school reform, and coaching. He is an avid musician and served as Minister of Music. He loves watching sports and action movies, and spending time with his family. He hails from Washington, DC and was the first graduating class of Benjamin Banneker Academic HS.

Tammie Workman has dedicated her career to education. With over 25 years of experience, she has been both an elementary and middle school teacher, an elementary school principal in a border community and a major capital city, and the Assistant Superintendent of Student Services in Atlanta Public Schools. Committed to student success, she has led initiatives to improve equity, support student well-being, and enhance educational programs. During her tenure in Atlanta, she oversaw double-digit graduation rate increases for students with disabilities, led efforts to exit disproportionality status for the over-suspension of African American students with disabilities, and spearheaded the district-wide implementation of social-emotional learning (SEL) and other positive behavior supports. Ms. Workman holds a Bachelor of Arts in Middle School Education and a Master of Education in Curriculum and Instruction, both from the University of Kentucky.

Beyond her leadership in educational institutions, Ms. Workman has extensive experience leading multi-media educational initiatives, serving as an advisor and producer on documentary films, and contributing to project and executive leadership teams for both active and in-progress private and public grants.

Ms. Workman remains actively involved in her Maryland community, serving as a board trustee for a local family foundation and supporting nonprofit and organizations dedicated to improving outcomes for children, youth, and adults.