Authors of the article addressed the call for explorations of how BIPOC students’ “experiences in secondary mathematics classrooms might advance transformative, equity-focused, pedagogical models” by exploring how a nested, equity-directed approach created different kinds of opportunities for students to take up, shift, or resist what it means to teach, learn, and do mathematics. Specifically, authors looked at efforts to engage equity-directed dominant and critical approaches through a series of three mathematics projects aimed at investigating food insecurity as a social (in)justice issue using geometry.

Article describes how a growing body of research has shown the positive effects of peer tutoring on students’ academic achievement, self-concept, attitude, social, and behavioral outcomes. The authors' study examined classroom practices, as well as program teachers’ and students’ behaviors within a cross-age peer-tutoring program implemented in elementary and middle schools that serve predominantly Hispanic students.

Article describes how, nationally, many school districts are facing a teacher workforce sustainability crisis, and job retention for novice teachers of color is a key area of focus for educational leaders and policymakers. In this study, the authors draw on nine years of administrative data from Texas K-12 public schools to better understand how teacher-principal ethnoracial matching is associated with patterns of teacher retention and system-exit.

Article describes how previous researchers examining professional learning communities (PLCs) claim that effective building-level PLCs improve teacher collaboration and student achievement. Using an online survey, the authors investigated the claim that district office support enhances the success of site-level PLCs.