research Statement

My research centers on advancing educational equity through evidence-based policy implementation, data-informed decision-making, and systemic improvement in student access to rigorous academic pathways. My dissertation investigated how Florida’s accountability and acceleration policies impacted Algebra I placement decisions for academically eligible eighth-grade students. It revealed that despite meeting proficiency benchmarks, underrepresented students—especially those from low-income, African American, and Hispanic communities—were systematically excluded from early access to Algebra I due to inconsistent local practices and discretionary leadership decisions.

Building on those findings, my current research agenda focuses on replicating and expanding this work in Texas—specifically Houston-area schools—where similar disparities in course acceleration and placement decisions persist. I am particularly interested in how Texas Education Agency accountability ratings and district-specific policies influence Algebra I enrollment decisions at the middle school level. Early access to Algebra I remains a pivotal predictor of college readiness, especially in STEM fields. Thus, understanding how Texas systems reinforce or reduce access inequities is critical.

A second, equally important dimension of my research explores how teacher preparation programs—including alternative certification pathways—can better equip future educators to identify and support mathematically promising students from historically underserved backgrounds. I aim to examine how coaching frameworks, observation tools (e.g., T-TESS), and professional learning structures within preparation programs influence teacher efficacy, instructional equity, and beliefs about student potential.

Ultimately, my goal is to bridge policy, practice, and pedagogy to promote more equitable access to advanced mathematics through research that impacts both K–12 systems and teacher education. I plan to continue using mixed-methods approaches—including secondary data analysis and practitioner interviews—to provide actionable insights that support education leaders, teacher educators, and policymakers in creating sustainable systems of equity and excellence.