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Pathway for paraeducators

By Judy Storeygard and Karen Mutch-Jones
December 2020
Vol. 41, No. 6
This statement of confidence by a paraeducator came after her participation in Doing the Math With Paraeducators: A Research and Development Project. Funded by the National Science Foundation (NSF DRL-1621151), the project was designed to provide experiences to support professional growth by building paraeducator mathematical knowledge for teaching and leadership in Boston Public Schools. Paraeducators can play an important role in schools by supporting, complementing, and extending the work of classroom teachers. They have unique assets to share and are more likely to reflect student demographics than teachers. For example, in Boston, 86% of students are nonwhite; 71% of paraeducators are also nonwhite, compared with only 38% of teachers. Furthermore, paraeducators often live in and establish close ties with the communities where they teach, making

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Principal Investigator at Doing the Math With Paraeducators Project | + posts

Judy Storeygard (Judy_storeygard@terc.edu) is principal investigator for the Doing the Math With Paraeducators Project.

TERC | + posts

Karen Mutch-Jones (Karen_Mutch-Jones@terc.edu) is co-director of the STEM Education Evaluation Center (SEEC) and senior researcher at TERC in Cambridge, Massachusetts.


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