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SCOPE Advisory Board

Board Members

Image of Arnetha Ball

Charles E. Ducommun Professor of Education, Stanford Graduate School of Education; Director, Race, Inequality and Language in Education Program (RILE); and Co-Director, Center for the study of Race, Ethnicity and Language (CREAL)

Dr. Ball's research aims to improve education for diverse student populations in three intersecting contexts: U.S. schools in which predominantly poor African American, Latino, and Pacific Islander students are underachieving; community-based organizations that are part of an alternative education system offering "second"/"last" chance opportunities; and teacher education programs.

Linda Darling-Hammond

President and CEO, Learning Policy Institute; and Emeritus Professor, Stanford Graduate School of Education

Dr. Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign.

Langer-Osuna

Assistant Professor, Stanford Graduate School of Education

Dr. Langer-Osuna researches math classrooms and the interactional mechanisms that drive cooperative problem-solving. She examines studentsā€™ development of math solutions as mediated by their authority relations and discursive position. Using her expertise in discourse analysis and cognitive development, Dr. Langer-Osuna studies how social identities, such as race and gender, shape math learning.Ā 

Sarah Levine

Assistant Professor, Stanford Graduate School of Education

Dr. Levine's research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools, with an emphasis on the links between in- and out-of-school interpretive practices.

Dr. Martinez

Assistant Professor, Stanford Graduate School of EducationĀ 

Dr. MartĆ­nez explores the intersections of language, race, and ideology in the public schooling experiences of students of color, with a particular focus on bi/multilingual Chicana/o and Latina/o children and youth.

Dr. Rosa

Assistant Professor, Stanford Graduate School of Education

Dr. Rosa's research theorizes the co-naturalization of language and race as a way of apprehending modes of societal exclusion and inclusion across institutional domains. He analyzes the interplay between youth socialization, raciolinguistic formations, and structural inequality in urban contexts.