Dr. Pedro A. Noguera
Pedro A. Noguera is a Distinguished Professor of Education at the Graduate School of Education and Information Studies at UCLA and founder of the Center for the Transformation of Schools (CTS) at UCLA. His scholarship and research focuses on the ways in which schools are influenced by social and economic conditions and demographic trends in local, regional and global contexts.
Dr. Noguera serves on the board of numerous national and local organizations and appears as a regular commentator on educational issues on CNN, MSNBC, National Public Radio and other national news outlets. Prior to joining the faculty at UCLA, he served as the Peter L. Agnew Professor of Education at New York University and the Executive Director of the Metropolitan Center for Research on Equity and the Transformation of Schools, the Judith K. Dimon Professor of Communities and Schools at the Harvard Graduate School of Education, and a professor at the University of California, Berkeley where he was also the Director of the Institute for the Study of Social Change. From 2009 – 2012 he served as a Trustee for the State University of New York (SUNY) as an appointee of the Governor. In 2014 he was elected to the National Academy of Education. Noguera recently received awards from the Center for the Advanced Study of the Behavioral Sciences, the National Association of Secondary Principals, and the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.
Dr. Pedro Noguera received his bachelors’ and master’s degree from Brown University and earned his doctorate in Sociology from the University of California at Berkeley.
Dr. Joseph Bishop
Dr. Joseph Bishop is Director of the Center for the Transformation of Schools (CTS) at UCLA. Before UCLA, Bishop was a senior policy advisor with the Learning Policy Institute. Bishop oversaw the organization’s school resourcing portfolio and supported state efforts to address teaching shortages and build quality early care and education systems. Bishop has held a number of national and state education leadership positions including Director of Policy with the National Opportunity to Learn Campaign; Executive Director of Opportunity Action; founding co-chair of the Coalition for Teaching Quality, a 100 plus national membership group; Director of Strategic Initiatives with the Partnership for 21st Century Learning; Director of Education for the National Association of Latino Elected & Appointed Officials Educational Fund and was formerly a governor-appointed member of the California Postsecondary Education Commission. Bishop has a Ph.D. in Educational Leadership, Policy and Organizations from the University of California, Santa Barbara.
Miguel Casar is a Ph.D. student in the Urban Schooling program at UCLA. Before beginning his studies, Miguel worked as a senior education specialist for Cambridge Education. His work focused primarily on supporting schools to redefine their role and relationship with their communities, empowering diverse stakeholders with tools and avenues to participate actively and critically in the life of their schools, developing culturally and developmentally responsive and emotionally literate educational environments and curriculum, and building sustainable capacity for development and improvement. Miguel has worked internationally on community development and leadership projects and co-founded a non-profit in Mexico, Unidos Somos Iguales Cuernavaca, with the aim to use education and friendship as authentic avenues for dismantling social barriers and stigmas. His previous studies are in Clinical Psychology with research experience in Behavioral Neuroscience. Additionally, Miguel participates actively in organizations that fight for justice and equity in schools, the protection of the environment, and seek to challenge and redefine ideological constructs and narratives that are having a profound and irrevocable impact on our schools, our communities, and our planet.
Earl J. Edwards
Earl J. Edwards is a Ph.D. student at the University of California Los Angeles Graduate School of Education and Information Studies. His current research interests focus on how American public schools can better support youth experiencing homelessness through educational policy and pedagogy. Earl has over ten years of professional experience in youth development and curriculum design. As a school administrator and classroom teacher, Earl has designed and facilitated district-wide professional development modules covering data analysis, formative assessments, and effective teaching strategies for students with learning disabilities. Earl also co-authored graduate course curricula focusing on educational leadership development in urban public schools for Teachers College’s principal certification program. In addition to his expertise in curriculum development, Earl has founded and contributed to several youth development programs that support Black and Latino males across the country. He completed his Master’s Degree in Public School Leadership at Teachers College, Columbia University and received his B.A. in Sociology from Boston College.
Nancy Giang is the Program Manager of the Center for the Transformation of Schools (CTS) at UCLA. She brings six years of administrative experience, the majority spent working to improve the undergraduate experience at UCLA. Nancy has strong interests in the education of displaced populations, international policy and governance after having taught in Spain for several years and recently interning in a congressional district office. Nancy speaks four languages. She is an alumna of UCLA and earned her MA in English Literature from CSU Long Beach.
Rose Ann E. Gutierrez
Rose Ann E. Gutierrez is a Ph.D. student in the Social Sciences and Comparative Education division specializing in Race and Ethnic Studies at the Graduate School of Education & Information Studies. She serves as a research associate for the Institute of Immigration, Globalization, and Education and National Commission on Asian American and Pacific Islander Research in Education at the University of California, Los Angeles. Her research explores the analytical nexus between race and racism, immigration, and social stratification in education. She is interested in understanding what theoretical frameworks reveal about the shifting relationship between America’s ideals of equality and opportunity and the role of education in promoting racial equity. Particularly, she focuses on the experiences and educational outcomes of Asian and Pacific Islander American students, first-generation college and graduate students, and immigrant youth and young adults. Rose Ann received her bachelor of arts in sociology at the University of Richmond and master of arts at Seattle University in student development administration. Previously, she has worked in K-12 public education as a middle school teacher, mathematics department chair, and mathematics instructional coach in Miami, FL, where she was awarded Rookie Teacher of the Year at her school site in her second year of teaching. In addition to Rose Ann’s K-12 experience, she has worked in student affairs as a residential director in housing and residence life in Seattle, WA. Rose Ann has worked on two large grant-funded projects as a project consultant on research regarding opportunity youth and project manager for an empirical study on working-class students’ pathway to STEM degrees.
Jamelia Harris is a Ph.D. Student at the University of California, Los Angeles. Prior to entering the doctoral program, Jamelia served as a Sara Miller McCune Endowed Public Service Intern at Just Communities. Here she was apart of a team of consultants that partnered with local high school districts to identify root causes and possible solutions to school safety, opportunity gaps, and discipline disparities. She serves as the Co-Director of UCLA’s Summer Research Institute, a program designed to introduce high school students, predominantly from marginalized backgrounds to social science research and UC competitive eligibility. She also serves as a graduate student researcher for the Leveraging Equity and Access in Democratic Education (LEADE) initiative at UCLA. Prior to entering the doctoral program, Jamelia completed a Research Fellowship at the University of Wisconsin Madison where she conducted independent research on Black girls’ gender-specific and racialized experiences in the school to prison nexus. She is committed to diminishing the educational opportunity gap for Black youth through developing and influencing policies that address the social and structural barriers they confront across their multiple, intersecting identities. She holds a BA in Sociology and Black Studies with a minor in Education.
Dr. Peter T. Keo
Dr. Keo is Research Associate for the Center for the Transformation of Schools (CTS) at UCLA. Keo conducts research and evaluates the effectiveness of federal and state K-12 programs for chronically low-performing districts and schools, based on ESSA evidence-based standards. He also conducts research on boys and men of color and the impact of Asian American stereotyping on research and public policy outcomes. He was also the Principal Investigator (PI) of two large national studies to examine issues that impacted under- served students. An expert researcher and evaluator, Dr. Keo was appointed by the Governor and Superintendent of Public Instruction to the Nevada Teachers and Leaders Council. His work has appeared in book chapters and research journals, including his most recent publication with Dr. Pedro Noguera entitled, From the Margins to the Center: Debunking Claims About Southeast Asian American Masculinity. He holds a doctorate (education) from Columbia University, a master’s degree from Harvard University (education), and a master’s degree (social sciences) from The University of Chicago. He is certified in “Evaluating Social Programs – Using Randomized Controlled Trials” from the Massachusetts Institute of Technology (MIT). Keo was a Postdoctoral Research Fellow at the University of Pennsylvania.
Shelby Kretz is a Ph.D. student in Urban Schooling at UCLA. She is the co-founder and a board member of 1girl, a non-profit that provides educational leadership programs to middle school girls in underserved communities. She serves as a committee member for LAUSD’s Young Women’s Leadership Conference for girls of color and a consultant for Girls Build LA. Before returning to graduate school, Shelby worked as an advisor for middle school students in South Los Angeles. She has a B.S. degree in Psychology from the Ohio State University.