Penner studies educational inequality and policy, and considers the ways that policies, districts, schools, teachers, peers, and parents can contribute to or ameliorate educational inequality. She is currently involved in projects examining teacher recruitment and retention in constrained labor and housing markets, how school sorting processes affect student opportunities to learn, and how educator-initiated curricula that center the cultural and historical experiences of traditionally marginalized students impact student outcomes.
From the 10 finalists, four to six scholars will be selected to receive $350,000 over five years in support of their research. For a full list of finalists, please click here.
Learn more about Penner’s recent research:
Study finds that culturally centered program for Black, male high school students boosts persistence
Culturally Responsive Teaching Is Promising. But There’s a Pressing Need for More Research
Teacher Effects on Student Achievement and Height: A Cautionary Tale
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