"Am I My Brother’s Keeper? Educational Opportunities and Outcomes for Black and Brown Boys"

Assistant Professor Adriana Villavicencio has authored a new publication from Harvard Education Press - Am I My Brother’s Keeper? Educational Opportunities and Outcomes for Black and Brown Boys.

Am I My Brother's Keeper? describes the challenges involved in implementing the Expanded Success Initiative in New York City public high schools.
 
Prior to joining UCI, Villavicencio served as deputy director at the Research Alliance for New York City Schools, and as a research professor. She earned a B.A. in English from Columbia University; an M.A. in English Education from Teachers College, Columbia University; and a Ph.D. in Education Leadership and Policy from NYU Steinhardt School of Culture, Education, and Human Development. Her research foci include inequities in education, racial equity frameworks, and English learning and immigrant students. She has expertise in research-practice partnerships, mixed-methods research studies, and program evaluation
 
Publisher’s Description

Am I My Brother’s Keeper? provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative (ESI), a four-year study focused on improving the educational outcomes of 15,000 Black and Latinx males in New York City public high schools, covers what worked, what did not, and what we can learn from the experience. The ESI model, a precursor to President Obama’s My Brother’s Keeper, highlights the ways that school districts can embed educational equity into the principles and policies that guide their work with students, in contrast to implementing stand-alone initiatives that may come and go. Through the voices of students, teachers, and administrators, the book informs the implementation of other large-scale district-community partnerships designed to improve opportunities and outcomes for young people who have systematically been denied both. Additionally, the book provides policy, practice, and research recommendations to inform the next generation of work with this student population, including concrete steps that school districts can take to confront racist structures and support young people of color.