ACSES is a classroom quality measurement and improvement system that helps Federal, State, and local system leaders.
Stephanie’s goal is to use applied developmental psychology research to inform policy making and promote culturally responsive teaching practices and socially equitable public policies. She specializes in researching the healthy growth and development of Black children, as well as other children who are socially marginalized due to their language, identity, or geographic location. She has expertise in early childhood education, language and literacy development, and children’s positive identity development and social-emotional wellbeing.