Annenberg Institute
Brown University
Inclusion
Ample research supports that access to inclusive learning and spaces improves all students' learning, as well as other important social and emotional outcomes. However, school systems have long excluded students labelled with disabilities, multilingual learners, and students of Color from meaningful opportunity to learn. I study systems that uphold exclusionary practices, with an eye towards how to improve them, as well as solutions to increase meaningful inclusion in classrooms.
Relevant Work
Under internal review. "A critical policy analysis of states' teacher preparation for learner variability" (with Meghan Comstock, Isun Malekghessemi, & Abigail Howes), Educational Evaluation and Policy Analysis
Under revise and resubmit. "Restorative or carceral: School leaders' discipline equity logics" (with Rebecca Cruz, Olivia Marcucci, Alexander Parker, Mercedes Alicea, & Eric Rice), American Educational Research Journal
In press. "Policy as an interlocutor between agency and the normative center of schools" (with Rebecca Cruz, Alexandra Shelton, Rachel McClam, Lindi Shepard, Irene Ramirez, & Katy Mullins), Educational Policy Analysis Archives
In press. "The numbers and the narrative behind disproportionality: A mixed methods literature synthesis (with Rebecca Cruz, Allison Firestone, Logan McDermott, Isun Malekghassemmi, Abigail Howes, Rachel McClam, Claire Shin, & Hailey Love), Race Ethnicity and Education
2025. "Inclusion in the time of anti-DEIA: Lessons learned from a research-practice partnership promoting a critical inclusion framework for students with disabilities" (with Rachel McClam, Alexandra Shelton, Lindi Shepard, Rebecca Cruz, and Matt Love), School-University Partnerships