research Statement

My research agenda centers on advancing educational equity through policy analysis, data-driven decision-making, and systemic reform in access to rigorous academic pathways. My doctoral research examined how Florida’s accountability and acceleration policies influenced Algebra I placement decisions for academically eligible eighth-grade students. Findings revealed that despite meeting proficiency benchmarks, underrepresented students—particularly low-income, African American, and Hispanic learners—were disproportionately excluded from early Algebra I placement due to inconsistent local implementation and discretionary leadership practices.

Building on this work, I am expanding my research to Texas, with a focus on Houston-area districts. I investigate how Texas Education Agency accountability systems and district-level policy decisions shape middle school Algebra I enrollment patterns. Because early Algebra I access is a critical predictor of long-term college readiness—particularly in STEM disciplines—understanding systemic gatekeeping mechanisms is essential for advancing equity.

A complementary strand of my research explores how teacher preparation programs, including alternative certification pathways, can better equip educators to identify and support mathematically promising students from historically underserved communities. I examine how coaching structures, observation systems (such as T-TESS), and professional learning models influence instructional equity, teacher efficacy, and beliefs about student potential.

Through mixed-methods research—combining quantitative secondary data analysis with practitioner interviews—I aim to bridge policy, preparation, and classroom practice. My ultimate goal is to generate actionable insights that inform K–12 leadership, teacher education, and public policy, advancing sustainable systems of excellence and equity in advanced mathematics access.