Equity

Combining his research on the economics of education and school finance with a passion for the transformative power of education, David Knight aims to better understand policies that can contribute to more equitable education systems.

As a student growing up in Los Angeles, Maribel Santiago found it difficult to engage with K-12 history courses that were disconnected from her lived experiences. Yet the stories her parents shared about their family in Oaxaca, Mexico, and their experiences as immigrants inspired her interest in the teaching and learning of Latinx history.

At an early age, Emma Elliott-Groves saw her family advocate for the rights of the First Nations and other Indigenous peoples while centering knowledge passed down by her ancestors across generations.

Today, the new University of Washington College of Education assistant professor of learning sciences and human development is dedicated to drawing on Indigenous and placed-based knowledges and practices to addressing complex social and mental health issues in Indigenous communities.

Aspirations of becoming a technology entrepreneur shifted for Niral Shah when, as a college student, he began working with students and community leaders in West Philadelphia.

In a region known for outdoor recreation, barely one in five youth in King County gets the recommended hour of physical activity each day, while some neighborhoods lack the parks and programs to serve them. A report released today — the product of research led by the University of Washington — gives Seattle and King County a “D” in getting youth active through sport, play and outdoor recreation.

In the 2019-20 edition of Research That Matters magazine, the University of Washington College of Education examines critical junctures of education with significant potential to improve outcomes for young people.

During her younger years, Molly Shea did much of her learning through informal means such as playing soccer and spending time in the outdoors with her father. It was not until college that she began to see the possibilities for transformative learning in school and through community-led social movements.

While teaching in elementary and middle schools serving largely minoritized communities for more than a decade, Shaneé Washington-Wangia felt a constant, at times desperate, desire to see her students thrive in an educational system that wasn’t structured for their success.