Publications
Browse reports, briefs, and commentaries on Black education, as well as selected publications authored by BERC-affiliated scholars.
Reports
Black Education in the Wake of COVID-19 and Systemic Racism: Toward a Theory of Change And Action
This national study examines how COVID-19 and systemic racism have impacted Black education, drawing on the perspectives of families and leaders nationwide.
Black Education in the Wake of COVID-19 and Systemic Racism: A Framework for Atlanta’s Future
This report presents findings from Atlanta-based participants to better understand the unique challenges and policy implications for Black students and families within the region.
Black Education in the Wake of COVID-19 and Systemic Racism: A Look at the Nation's Capital One Year After the Insurrection (Washington, D.C.)
This report presents findings from Washington, D.C.-based participants to better understand the unique challenges and policy implications for residents of the District.
Black Education in the Wake of COVID-19 and Systemic Racism: Advancing an Emancipatory Vision of Education in New York City
This report presents findings from New York City participants to better understand how the COVID-19 pandemic and systemic racism have impacted Black education from the unique perspectives of families and educators in the nation's largest school district.
The Black Studies Curriculum: An Educational Necessity for New York City Public Schools
A majority of Black voters in New York City say the new Black Studies Curriculum is an essential way to improve education for all students in NYC.
Mapping 16 Equity Indicators to the New York City Schools Public Datasets: Access, Opportunity, and Outcomes
Despite significant progress, educational inequities remain one of the most pressing issues in New York City schools.
Briefs
Coming soon
Commentaries
The Three Essential Functions of Black Studies: A Clear and Unwavering Argument
Black Studies serves three unequivocally essential functions that should guide its programs: memorializing and explaining the African experience in the Americas, documenting and celebrating the evolution of Black people in the Americas, and providing rigorous analytical frameworks to critically understand these experiences.
Selected Publications
- Douglass, S., Scott, J. T., Anderson, G. L. (2024). The politics of education policy in an era of inequality: Possibilities for democratic schooling. Routledge.
- Gordon, E. W. (1999). Education and justice: A view from the back of the bus. Teachers College Press.
- Hinnant-Crawford, B. N. (2020). Improvement science in education: A primer. Myers Education Press.
- Hinnant-Crawford, B., Bergeron, L., Virtue, E., Cromartie, S., & Harrington, S. (2023). Good teaching, warm and demanding classrooms, and critically conscious students: Measuring student perceptions of asset-based equity pedagogy in the classroom. Equity & Excellence in Education, 56(3), 306–322. https://doi.org/10.1080/10665684.2023.2166446
- Horsford, S. D. (2011). Learning in a burning house: Educational inequality, ideology, and (dis)integration. Teachers College Press.
- Howard, T. C. (2014). Black male(d): Peril and promise in the education of African American males. Teachers College Press.
- Howard, T. C. (2019). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms (2nd ed.). Teachers College Press.
- Jenkins, D. A. (2021). Unspoken grammar of place: Anti-Blackness as a spatial imaginary in education. Journal of School Leadership, 31(1–2), 107–126. https://doi.org/10.1177/1052684621992768
- Jenkins, D. A. (2020). School reputation as a site of struggle: An investigation of the impact of school choice in Washington, DC on a neighborhood public school. The Urban Review, 52(5), 904–923. https://doi.org/10.1007/s11256-020-00562-2
- King, J. E. (Ed.). (2005). Black education: A transformative research and action agenda for the new century. Lawrence Erlbaum Associates for the American Educational Research Association.
- King, J. E. (1991). Dysconscious racism: Ideology, identity, and the miseducation of teachers. The Journal of Negro Education, 60(2), 133–146. https://doi.org/10.2307/2295605
- LeNiles, K., & Shockley, K. G. (2023). ReAfricanizing for Black student success: The maroon model. Journal of African American Studies, 27(1), 24–42. https://doi.org/10.1007/s12111-023-09617-6
- Lomotey, K. (Ed.). (1990). Going to school: The African-American experience. State University of New York Press.
- Shockley, K. G., & LeNiles, K. (2018). Meeting the people where they are: The promises and perils of attempting an African centered institution in a public school system. Journal of Pan African Studies, 11(4), 186–204.
- McGhee, C., & Haynes, A. (2022). Rebuilding solidarity through advocacy leadership: Principals building coalitions to fight exclusion and displacement in gentrifying communities. Educational Studies, 58(3), 386–403. https://doi.org/10.1080/00131946.2022.2033752
- McGhee, C., & Anderson, G. (2019). Gentrification, market regimes, and the new entrepreneurial principal: Enacting integration or displacement? Leadership & Policy in Schools, 18(2), 180–194. https://doi.org/10.1080/15700763.2019.1611871
- McMillian, R. (2024). Discursive violence analysis: Epistemological advances in qualitative research. International Review of Qualitative Research, 516-530. https://doi.org/10.1177/19408447241256050
- McMillian, R. (2021). Using critical discourse analysis to operationalize discursive violence in school closure education reform policy. International Journal of Qualitative Studies in Education, 1–24. https://doi.org/10.1080/09518398.2022.2112783
- Rivera-McCutchen, R. L. (2014). The moral imperative of social justice leadership: A critical component of effective practice. Urban Review 46, 747–763. https://doi.org/10.1007/s11256-014-0297-2
- Rivera-McCutchen, R. L. (2021). Radical care: Leading for justice in urban schools. Teachers College Press.
- Sampson, C. (2024). Navigating school board politics: A framework for advancing equity. Harvard Education Press.
- Sampson, C., & Horsford, S. D. (2017). Putting the public back in public education: Community advocacy and education leadership under the Every Student Succeeds Act. Journal of School Leadership, 27(5), 725–754. https://doi.org/10.1177/105268461702700506
- Stanley, D. A. (2024). #BlackEducatorsMatter: The experience of Black teachers in an anti-Black world. Harvard Education Press.
- Stanley, D., & Crawford, B. H. (2022). A charge to keep I have: Black women teachers’ spirituality and the implications for educational leadership. Gender & Education, 34(7), 821–837. https://doi.org/10.1080/09540253.2022.2061921
- Stovall, D. O. (2016). Born out of struggle: Critical race theory, school creation, and the politics of interruption. SUNY Press.
- Tillman, L. C. (Ed.). (2009). The SAGE handbook of African American education. SAGE.