What Are We Afraid Of? Why Silencing Asian Americans Is No Longer Tolerated

by Peter T. Keo
October 31, 2018 – Teachers College Record
This commentary argues that there is a lack of nuance on both sides of the Asian-American affirmative action debate. The author presents two nuances to stimulate further discussion aimed at dismantling a larger project of structural racism in which Asian Americans have been silenced and invisible.

Read more (subscription required)

Download PDF

Podcast: The Bright Side of Masculinity: How Gender Roles are Changing in 2018

Take a listen to our CTS Director Dr. Pedro Noguera discuss with Dr. Michael Kimmel, founder of the Center for the Study of Men and Masculinities at Stony Brook University, what it means to be a man in 2018 and how gender roles are changing among younger generations.



Blogpost: DACA And The American Dream

By Pedro Noguera
09/09/2017 – Huffington Post
I met Miguel in 2006. I was visiting his school in the South Bronx and was very impressed by what it was accomplishing. Like Miguel, most of the students at this school were labeled Students with Interrupted Formal Education (SIFE), and many were undocumented. At most schools, students like these drop out in droves, but at this school over 90 percent graduate (in four or five years) having passed six or more Regents exams. This includes the English exam, which is a truly remarkable feat since many of these kids were not literate in their native language when they arrived.

Read more


Report: Taking Deeper Learning to Scale

By Pedro Noguera
September 2017 – Learning Policy Institute
For some time now, it has been evident that the policies pursued by the United States to elevate the academic performance of students, particularly those who are most economically disadvantaged, have not produced the results that were promised or hoped for. Lack of progress and growing opposition to high-stakes testing have led a growing number of educators and policy advocates to conclude that education policies and the strategies used to help underperforming schools and to promote student achievement must change. Some have called for a more deliberate focus on creating conditions that promote highly effective teaching and that support more deeply engaged learning.

Download the Report