Fulfilling Maryland’s Promise of a Thorough and Efficient Education

Bearing Strange Fruit: How Baltimore Youth and Families Articulate and Cope with Underinvestment and Lack of Opportunity in Baltimore City Schools. A report by Richard Lofton, Ph.D., Larry C. Simmons, Joshua Schuschke, Ph.D.

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Symposium: Fulfilling Maryland’s Promise of a Thorough and Efficient Education

Join us Wed, April 27, 2022 from 9:00 AM – 2:00 PM ET…

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Hopkins on the Hill: How Can We Address Educational Disparities Exacerbated by COVID-19?

Schools have faced unprecedented challenges in the COVID-19 era, including tracking students’ progress and engagement while converting to a virtual environment and/or managing novel hybrid schedules. These challenges have disproportionately affected our most vulnerable students: those from low-income families. Join educational experts, Annette Anderson (PhD) and Richard Lofton (PhD), as they discuss lessons learned from […]

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Plessy’s Tracks: African American students confronting academic placement in a racially diverse school and African American community by Richard Lofton

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NEW Community Research Project, Nobody Asked Me Campaign, Highlights Students’ Voices and Experience to Build a Pathway of Promise

The Nobody Asked Me Campaign is a community research project that seeks to highlight and empower students, families, and community members and their experiences living within Baltimore City, Maryland. The project centers community voices to strengthen Baltimore City Public Schools in hopes of ensuring students will receive a “thorough and efficient” education, and that they […]

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A Call to Action: Generating Strategies that Promote Nurturing, Justice, and Equitable Environments in Baltimore

By Richard Lofton, Jr. In the 19th century, Daniel Coker, William Lively, William Watkins, and Father James Hector Nicholas Jourbert de la Muraille and the Oblate Sisters of Providence provided nurturing educational environments for Black Maryland residents through Sabbath and Day Schools that aimed to acknowledge and support the “whole person” (Gardner, 1976). At that […]

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Schools, Prisons, & Concentrated Poverty

October 3, 20199:00 am – 4:00 pmJohns Hopkins University, Glass Pavilion at Levering Hall3400 N. Charles StreetBaltimore, MD 21218 Youth arrests in Baltimore have significantly declined in the last six years. However, too many African American youths confront harsh and punitive practices in their schools and communities that lead to confinement, thus preventing upward mobility […]

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Delineating the “duplicity of equality” in academic placement for African American families

The Duplicity of Equality: An Analysis of Academic Placement in a Racially Diverse School and a Black Community is the latest study by researcher and associate professor Richard Lofton, Jr., of the Center for Social Organization of Schools at the Johns Hopkins University School of Education. This study explores how African American parents come to […]

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Toward a Black Habitus: African Americans Navigating Systemic Inequalities within Home, School, and Community

Toward a Black Habitus: African Americans Navigating Systemic Inequalities within Home, School, and Community Richard Lofton and James Earl Davis The Journal of Negro Education Summer 2015 Vol. 84, No. 3, Out-of-School Time and African American Students: Understanding the Health, Environmental, and Social Determinants of Academic Success (Guest Editors: Nadine Finigan-Carr and Yolanda Abel) (Summer […]

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Boundary Crossing for Diversity, Equity and Achievement: Inter-District School Desegregation and Educational Opportunity

BOUNDARY CROSSING FOR DIVERSITY, EQUITY AND ACHIEVEMENT: INTER­DISTRICT SCHOOL DESEGREGATION AND EDUCATIONAL OPPORTUNITY By Amy Stuart Wells, Bianca J. Baldridge, Jacquelyn Duran, Courtney Grzesikowski, Richard Lofton, Allison Roda, Miya Warner and Terrenda White CHARLES HAMILTON HOUSTON INSTITUTE FOR RACE AND JUSTICE  • REPORT • NOVEMBER 2009 School district boundaries shape children’s educational opportunities in countless ways. Living on one side of a district boundary line or the other can dictate whether a student has access to challenging curriculum, well-prepared teachers, decent facilities, high expectations, non-poor peers, and a […]

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