Newsroom

Faculty in the School of Education & Human Development are focused on improving education and behavioral health in Colorado and neighboring states. In recent weeks, our faculty members have secured an impressive $7.67 million in grant funding.

Highlights include:

Breaking Barriers: Advancing Diversity, Access & Equity in the Teaching Profession

The University of Colorado Denver’s Breaking Barriers project, under the direction of Cindy Gutierrez (PI) and Barbara Seidl (co-PI), has secured a $3.25 million grant from the U.S. Department of Education’s Augustus F. Hawkins Centers of Excellence Program to address systemic obstacles in teacher preparation and promote diversity in education. This initiative focuses on increasing the number of individuals from racially, culturally and linguistically diverse backgrounds in the profession by offering innovative, evidence-based preparation pathways such as job-embedded apprenticeships and specialized endorsements in Culturally and Linguistically Diverse Education and Bilingual Education. Key goals include targeted recruitment, extensive clinical experience throughout pre-service preparation, enhanced retention through financial and academic support, and the creation of a Research and Evaluation Collaborative to drive effective teacher preparation practices for diverse learners. This project brings together SEHD’s nationally recognized faculty and partners to address some of the most challenging issues facing the profession.

Project NxtGEN Colorado Bilingüe: Empowering Bilingual Education

The Office of English Language Acquisition in the U.S. Department of Education has announced it will award $3.2 million to CU Denver under the National Professional Development Grant. Led by Ester J. de Jong, (PI) and Lucinda Soltero-González (co-PI), Project NxtGEN Colorado Bilingüe aims to significantly enhance bilingual education in Colorado. The project sets ambitious goals: doubling the enrollment of preservice bilingual teacher candidates across three Grow-Your-Own (GYO) programs, designing GYO pathways to the Culturally and Linguistically Diverse Education Program’s Bilingual Education K-12 endorsement, improving the quality and quantity of clinical experiences in bilingual settings. Additionally, it will focus on retaining bilingual candidates through an Identity-Sustaining Community of Practice. This transformative initiative is poised to expand the pool of highly qualified bilingual educators, thereby advancing educational equity, diversifying the teaching workforce, and better serving Colorado’s diverse student population.

Advancing Racial Equity in Prosecutorial Decision-Making: New Grant Awarded

The University of Colorado Denver has received a $376,689 grant from the Robert Wood Johnson Foundation’s Evidence for Action initiative to study the impact of an equity tool on prosecutorial decision-making in Colorado. Led by Lauren Gase (PI) in The Evaluation Center and Jennifer Kilpatrick in Colorado’s First Judicial District Attorney’s Office, this research assesses how the tool affects prosecutorial decisions at key points—bond recommendations, diversion, plea offers, and sentencing—in two racially diverse judicial districts. By analyzing changes in prosecutorial recommendations and case outcomes before and after the tool's implementation, the study aims to reduce racial disparities in the criminal justice system and improve overall decision-making processes. The grant, awarded in March 2024, will support this work through February 2026.

Revamping New Mexico's Early Learning Guidelines for a Brighter Future

Stephanie Olmore (PI), of the National P-3 Center, received $338,334 from the State of New Mexico Early Childhood Education and Care Department. This funding will support the comprehensive update of the New Mexico Early Learning Standards (ELS), which guide developmental and educational expectations for children from birth through age five. The updated ELS will enhance alignment across developmental stages, curricula, and settings, offering educators and caregivers culturally and contextually relevant strategies to support young children's learning. By integrating diverse cultural perspectives and community contexts, the revised standards will better prepare children for a successful transition to kindergarten and foster a more inclusive approach to early childhood education.

Building District Engagement in Instructional Alignment, PreK-3rd Grade

Kristie Kauerz, EdD (PI), secured $325,000 from the Gates Foundation to plan and host a national peer-to-peer convening of researchers and practitioner-experts to examine the policies and practices needed to increase alignment of curriculum and assessments from pre-kindergarten through the early grades. The National P-3 Center will also design and lead a Community of Practice of school districts across the nation, with the goal of building their capacity to implement aligned instruction, PreK-3rd grade.

Uncovering Key Factors in the Socioemotional Development of Spanish-English Dual Language Learners

Cristina Gillanders (PI), alongside Co-PIs Jorge Chavez and Ximena Franco from UNC Chapel Hill, have been awarded a $100,000 grant to explore the socioemotional development of Spanish-English dual language learners (DLLs). This study aims to fill a crucial gap in existing literature by examining how various individual and sociocultural factors influence the socioemotional development of young DLLs. Specifically, the research will identify distinct profiles of socioemotional development among these children and investigate how family and classroom contexts contribute to these profiles. By analyzing data from a previous study focused on enhancing language, literacy, and social-emotional skills in pre-kindergarten DLLs, this project seeks to provide valuable insights for Head Start programs, educators, and policymakers. Ultimately, the findings will help tailor pedagogical approaches to better meet the needs of DLLs, fostering their socioemotional development, learning, and overall well-being.

Enhancing Mental Health Support in Colorado: New Grant Boosts 988 Data and Evaluation Efforts

Jeffrey Proctor, MBA, (PI) and Lauren Gase from The Evaluation Center have been awarded a $55,421 grant from the Colorado Department of Human Services to support the SAMHSA 988 Cohort II – Data and Evaluation project. This grant will enhance the data and evaluation capabilities for the 988 Colorado Mental Health Line, a critical resource offering free, 24/7 support for those in emotional, mental health, or substance use crises. The grant will fund the development and implementation of data submission requirements, ensure compliance and fidelity in data reporting, and maintain an internal database for tracking and analysis. Dr. Gase, senior evaluator and project lead, highlighted the project's impact: "We are excited to be working with the Behavioral Health Administration as evaluation and learning partners for 988 Colorado. By examining data on call/text/chat volume and outcomes, we are working to ensure that 988 can meet the needs of Coloradans across the state." This initiative will support ongoing improvements to the 988 Colorado Dashboard and help maintain high standards of service delivery through rigorous data analysis and reporting.

Strengthening Colorado's Early Childhood Workforce

Lori Ryan, PhD, (PI) has been awarded a grant of $28,772 from the Colorado Department of Early Childhood for the Early Childhood Higher Education Partnership (ECHEP), a consortium of 2- and 4-year early childhood faculty from Colorado’s institutions of higher education. This funding will support critical initiatives to advance the goals outlined in Pathways to Success: Colorado’s Comprehensive Early Childhood Workforce Plan. Established through House Bill 22-1295, this plan aims to enhance the alignment and effectiveness of Colorado’s early childhood workforce. The project will facilitate a statewide faculty convening and professional learning session to align educational efforts and support the recruitment, preparation, and retention of a diverse and skilled early childhood workforce. This collaboration is vital for building a coherent and impactful early childhood system across the state. Additionally, ECHEP members are working on other projects to advance collective and collaborative projects specific to early childhood teacher education, professional development and advocacy efforts. 

CU Denver’s School of Education & Human Development continues to lead the way in fostering meaningful advancements in our state and beyond. We extend our gratitude to all faculty members whose dedication to securing funding upholds CU Denver’s tradition of excellence.