I study how schools organize and respond to change in ways that shape educational inequality. My dissertation examines the implementation of culturally responsive curricular reforms in California, tracing how these efforts are interpreted and negotiated across teacher preparation programs, classroom practice, and students’ experiences of schooling.
In my broader work, I use large-scale administrative data to examine how academic tracking, exclusionary discipline, and other features of school organization shape students’ academic and socioemotional experiences. Other work has examined the effects of jail incarceration and criminal legal contact on families and children.
