Author: Naihobe Gonzalez
Academic Year: 2016-17
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Description: The Advanced Placement (AP) program has become a key step on the path to attending a selective college. In the University of California system, for example, more than 90 percent of applicants take AP or honors courses in high school (Geiser and Santelices 2006). However, the College Board estimates that nearly 300,000 high school students with the potential to succeed in an AP course graduate every year without ever taking one. Furthermore, high-achieving students from disadvantaged backgrounds are more likely than other high-achieving students to never take an AP class.

Author: Arthur Reingold
Academic Year: 2014-17
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Description: ​Shoo the Flu provided students in elementary schools in the Oakland Unified School District (OUSD) with free influenza vaccinations for three years starting in 2014. This is a diverse, urban setting. This report summarizes the interim findings of an evaluation of Shoo the Flu. It reports interim results for vaccine coverage in the first three years of the program (2014-15; 2015-16; 2016-17) and impacts on absence rates during the first two years (2014-15 and 2015-16).

Author: Jorge Ruiz de Velasco
Academic Year: 2014-15
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Description: Educators across the country are exploring ways to integrate positive development experiences for their students throughout the school day, including opportunities for physical activity and play. Playworks is a program that aims to create “safe, inclusive school environments where kids can grow, lead, and thrive” (Playworks, 2013a). Through trained, full-time “coaches” focused on recess in low-income elementary schools across the country, Playworks provides opportunities for inclusive play, and physical activity. Prior research has found that not only can Playworks increase physical activity but the program also can improve school 

Author: Elea Ensley
Academic Year: 2013-14
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Description: Countless minority children grow up in low-income households below the poverty line (United States Census Bureau, 2007). Families living in poverty face stress and trauma on a daily basis (Attar, Guerra, & Tolan, 1994). Toxic stress results from living with violence, abuse, malnutrition, and sleep interruptions, all common for families living in poverty (Attar, Guerra, & Tolan, 1994). Living with toxic stress and trauma can lead to a variety of consequences that show up negatively in the classroom for students living in poverty including poor academic achievement, misbehavior and mental health issues (Brockenborough, Cornell, & Lopper, 2002).

Author: Natalya Gibbs
Academic Year: 2013-14
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Description: “She’s going to be the ghost because she’s White.”
“I have a brown brain and she has a white brain.”
“We’re brother and sister because our skin is the same.”
“I don’t want the new student to be the same color as me.”
“Well, I can’t play with that doll because our skin doesn’t match.”
(Above comments heard in a preschool classroom with 3-4 year children, December 2013)

Author: Riana Hensel
Academic Year: 2013-14
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Description: During my second year of teaching I had an experience that galvanized my commitment to addressing race and racism with young children. I was on a team of three teachers working in a Reggio Emilia inspired preschool classroom with three and a half to five year old students. Olivia, a four-year-old in head-to-toe pink and light-up sneakers, drew, wrote and read at a level much higher than her peers. One day she had been diligently working on a piece of writing when I said, “Olivia, you are one smart cookie.” She looked at me and replied, “I know, it’s because I’m white.” “Pardon?” I asked, 

Author: Vilma Serrano
Academic Year: 2016-17
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​Description: Having worked in different types of Bilingual Education placements, the support of Dual-language learners (DLL) has been at the forefront of my development as an educator. Though I worked in a bilingual preschool previously to my work in elementary settings, I did not come across specific information about Dual-Language Learners in my child development classes in college nor in my work teaching preschool in the intentional way that it was addressed within elementary school settings. This gap inspired me to think about the unique needs of DLL students and the preparation of teachers to teach them well in early childhood environments. I began

Author: Linda Kekelis
Academic Year(s): 2012-13
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​Description: Techbridge is a multifaceted program designed to encourage girls in technology, science and engineering. Founded in 2000, in Oakland, California, the program served 233 girls during the 2012-2013 school year in 12 weekly after-school programs in Oakland Unified School District, San Lorenzo Unified School District, and Mount Diablo Unified School District. The majority of girls are in middle school, followed by elementary school and high school.