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An invigorating examination of the potential for meaningful change in education, from one of the nation's most astute observers of schooling and school improvement.

A revolutionary for preservice teacher learning centered on justice-focused coaching that encourages culturally responsive practice and disrupts systems of oppression.

A call to action for school and community leaders to reframe educational institutions as open systems that are adaptable and responsive to the needs of students, families, and communities. ​

A proactive, inclusive plan for the cross-disciplinary teaching of climate change from preschool to high school.

"John Wilson's Hope and Healing reminds us of the pivotal role that HBCUs have played in pushing the country to fully realize its democratic ideals. From Reconstruction through Jim Crow separatism to the civil rights movement, HBCUs have advanced Black citizenship and continue to do so by disproportionately educating Black scientists, jurists, teachers, and public servants. His arguments make the case for increased investment in institutions that have been at the frontier of social justice for well over a hundred years." --Mary Schmidt Campbell, president emerita, Spelman College "An engaging and illuminating portrait of the history and purpose of HBCUs that makes a powerful case for their indispensable role in American higher education and American life." -- Drew Gilpin Faust, president emerita, Harvard University "Traditionally, US philanthropy has favored elite institutions over HBCUs, making these elite colleges among the wealthiest and most powerful institutions in history. Yet many of our elected leaders, typically educated at those institutions, seem among the most hostile to democratic ideals and fan the flames of hate and inequity. John Wilson's remarkable book, Hope and Healing: Black Colleges and the Future of American Democracy, persuasively argues how strengthening HBCUs and their character-driven educational model can help our nation meet its current challenges in ways that elite, predominantly white institutions are failing us--and provides a compelling road map for philanthropy to follow." --Bill Moses, managing director of education, Kresge Foundation

A highly accessible and easily adaptable conceptual framework that helps educational leaders plan, leverage, and sustain change as they create more equitable schools.

A toolkit of strategies for postsecondary instructors to use to cultivate safe, inclusive learning spaces and improve teaching.

A wealth of practical tools and guidance for rooting out injustice and creating science learning spaces in which students feel valued, safe, and eager to engage.

Shows where and how exemplary teaching is practiced in US higher education and charts a course for cultivating teaching improvement throughout all types of institutions.

This practical and forward-focused book presents a framework that uses social infrastructure to produce effective and inclusive professional development options in education.

Drawing on more than twenty years of experience developing student-teacher partnerships in higher education, Alison Cook-Sather demonstrates how pedagogical partnerships give students the tools to advocate for their own learning while giving educators the feedback they need to improve classroom experiences. Offering actionable guidance, she shows how the co-creative model helps to bring about inclusive spaces and equitable teaching practices that better foster student success, especially among underrepresented and minority student populations. This wise and generous work calls for readers to reimagine the higher education structure and to cultivate an environment in which all stakeholders can work together to advance inclusivity, accessibility, and equity. Alison Cook-Sather is Mary Katharine Woodworth Professor of Education and Director of the concentration in Peace, Conflict, and Social Justice Studies at Bryn Mawr College, as well as Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges.

Rethinking College Admissions probes the many facets of higher education admissions and translates research-backed insights into actionable strategies for innovative, equitable admissions practices.

Early Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education. This perceptive work evaluates the impacts of early colleges--hybrids that blend elements of secondary and postsecondary education. Authors Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. The authors demonstrate how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minoritized students, and first-generation college students. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education. "Edmunds and her coauthors have built a compelling case for why and how early colleges create a vision for transforming the American high school and its relationship to higher education. It is firmly grounded in years of rigorous research nationally and brought to life showing how students' experiences are positively impacted by practices and policies that weld and meld our fractured secondary and postsecondary systems." --Joel Vargas, vice president, Jobs for the Future Julie A. Edmunds is program director for Secondary School Reform at the SERVE Center at the University of North Carolina at Greensboro. Fatih Unlu is a senior economist and the director of the Labor, Workforce Development, and Postsecondary Education program at the RAND Corporation. Elizabeth J. Glennie is a senior research analyst in RTI International's Education Workforce Development division. Nina Arshavsky is a senior research specialist at the SERVE Center at the University of North Carolina at Greensboro.

A Dream Defaulted explores how the student loan crisis disproportionately affects Black borrowers and why rising student debt is both a cause and consequence of social inequality in the United States. Authors Jason N. Houle and Fenaba R. Addo offer a deft analysis of the growing financial crisis in education. Based on more than five years of ongoing qualitative and quantitative research, this incisive work illustrates how the student loan system has not benefited all students equally. Through interviews with borrowers, the authors illuminate the ways in which racial disparities compounded by centuries of institutionalized racism affect who has college access, how and why people take on debt, and who has the ability to repay student loan debt after leaving college. Recognizing that the affordability crisis cannot be solved by higher education reform alone, the authors argue that policy must extend beyond debt reduction and financial aid to address entrenched patterns of racial inequality and racial discrimination, both inside and outside institutions of higher education. "Contrary to popular opinion, the student debt crisis is not a consequence of frivolous or unwise spending decisions on the part of young people seeking undergraduate degrees. In this important book, Houle and Addo demonstrate that structural rather than individual factors have produced the current emergency. Houle and Addo not only examine the racialized scope and impact of the student debt crisis but also provide recommendations for pathways out of the catastrophe." --William A. Darity Jr., founding director, Samuel DuBois Cook Center on Social Equity, Duke University Jason N. Houle is an associate professor of sociology at Dartmouth College. Fenaba R. Addo is an associate professor of public policy at the University of North Carolina at Chapel Hill.

Making Black Girls Count in Math Education explores the experiences of Black girls and women in mathematics from preschool to graduate school, deftly probing race and gender inequity in STEM fields.

The Instructional Leadership Cycle introduces a multifaceted model for continuous school and system improvement, founded on an adaptable set of professional practices for K-12 leaders. Daniel Allen draws on a breadth of education system experience, spanning from classroom to top office, to outline a flexible framework--the Instructional Leadership Cycle--that supports school leaders in advancing equitable, high-quality instruction. In this comprehensive and deeply practical work, Allen mentors leaders through the framework's cycles of implementation, analysis, reflection, and improvement, which are anchored in the rhythms of the annual school calendar. As Allen counsels readers on the application of the Instructional Leadership Cycle, he also explains the genesis of the framework, which has been successfully implemented in more than sixty California schools, resulting in dramatic annual student achievement gains. With ample real-world examples, Allen demonstrates how leaders can move beyond strategic planning to fulfill the promise of organizational change. Incorporating elements of universal design for learning, multi-tiered systems of support, and key performance indicators, Allen's approach encourages leaders to develop an instructional vision for their institution and then set it in motion. This clear-sighted work guides equity-focused school leaders to reliably bring about instructional transformation, moving toward positive learning outcomes for all students. "Allen provides a clear, concise, practical roadmap by which to guide district and site leaders to work collaboratively to set a vision for learning, identify problems of practice, design equity-based solutions to close the opportunity gap, and celebrate student success all while sharing lessons learned through the process. This is a must read for instructional leaders focused on school transformation efforts on all levels!" --Alfonso Jiménez, Superintendent, Hacienda La Puente USD "Daniel Allen's practical guide is a wonderful blend of theory, practical wisdom, and personal experience. We learn that instructional leadership begins in the summer when there is time for 'slow' thinking, that the 'vision speech' at the beginning of the school year must count for more than good feelings, and that a few key structures interact with the day-to-day influence of school leaders." --Rick Mintrop, Professor, University of California, Berkeley, and author of Design-Based School Improvement Daniel Allen is the general director for the Lincoln School in San Jose, Costa Rica, one of the largest private international schools in Central and South America.

A vital resource for educational leaders, Entry Planning for Equity-Focused Leaders introduces a process for intentional entry planning that sets the stage for sustainable change within organizations. Jennifer Perry Cheatham, Rodney Thomas, and Adam Parrott-Sheffer affirm that the entry of a new leader, or the pivot of an established one, affords an unparalleled opportunity to garner the insight, trust, and commitment that will establish a basis for positive, equitable transformation within a system. Appealing to community and school leadership at all levels--superintendents, principals, project managers, and nonprofit partners, among others--the book presents seven components needed to enact an entry plan, from understanding context, to establishing transparency, to galvanizing partners for action. The authors offer case studies, interviews, supplementary tools, and exercises to help leaders begin or recast their tenures and advance their agendas successfully. "Courageous vision and planning are the bedrock of any successful implementation, especially when it comes to blending an equity-centered approach into the frontier offered by a new job. This book offers neophytes and seasoned school leaders guidance, tools, and a charge to effectively navigate politics, long-held norms, and misplaced energies in pursuit of opportunities for all students." --Sonja Santelises, CEO, Baltimore City Public Schools "Entry Planning for Equity-Focused Leaders will change how superintendents think about entering a new role or school district. Offering both a conceptual framework and hands-on guidance, the authors provide leaders with what they need to begin their role proactively and deeply from an equity stance. Stories throughout the book provide additional inspiration and modeling to show what can be done on behalf of students, families, and communities." --Max Silverman, executive director, University of Washington Center for Educational Leadership Jennifer Perry Cheatham is a senior lecturer on education at the Harvard Graduate School of Education and cochair of the Public Education Leadership Project at Harvard University. Rodney Thomas is an independent consultant and speaker. Adam Parrott-Sheffer is managing partner at Post Script Coaching and Consulting. Carl A. Cohn is professor emeritus at Claremont Graduate University.

A vital inquiry into trans issues in education, this compelling work argues for the design of education research, policies, and environments that honor all gender experiences and identities. Edited by two prominent figures in trans studies, Mario I. Suárez and Melinda M. Mangin, Trans Studies in K-12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities. Throughout, the contributors recommend methods for establishing research, policy, and practice that honor gender equity, gender identity, and gender expression. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. Additionally, they discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals. Ultimately, the volume highlights the promise of creating K-12 education spaces that are liberating rather than constraining. "This stellar collection of essays by the rock stars of trans studies in K-12 education offers invaluable resources for addressing a frontline struggle in the contemporary culture wars. It could not be more timely, or more urgently needed." --Susan Stryker, author of Transgender History: The Roots of Today's Revolution "This book outlines the cutting edge of trans inclusion in education practice, theory and methods, law and policy, and student well-being. The authors center an intersectional, trans experience, showing how in doing so we can improve K-12 education and equity for all students and educators." --Stephen T. Russell, Priscilla Pond Flawn Regents Professor in Child Development, University of Texas at Austin Mario I. Suárez is an assistant professor of cultural studies in the School of Teacher Education and Leadership at Utah State University. Melinda M. Mangin is an associate professor in the Graduate School of Education at Rutgers University.