Partnerships with Minority Serving Institutions (including HBCUs)

Minority Serving Institutions or MSIs have and will continue to provide pathways for educational success and workforce readiness for students of color and those that have been marginalized, particularly in the STEM workforce. MSIs — which include Hispanic-Serving Institutions (HSIs), Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), Predominantly Black Institutions (PBIs), Native American Serving Nontribal Institutions (NASNTIs), Alaska Native and Native Hawaiian Serving Institutions (ANNHIs), and Asian American and Pacific Islander Serving Institutions (AANAPISIs) – together produce 20% of the nation’s STEM bachelor’s degrees. REA values the role that MSIs play in strengthening and diversifying workforces across sectors.

We welcome the opportunity to discuss your project with you and to provide you with more information about our tailored services. Please Contact Us to schedule a free 30-minute Q&A session with a consultant.

Selected Projects Include

  • Photo courtesy of Safari Consoler on Pexels.

    Jackson State University

    For over 14 years, REA has worked closely with Jackson State University (JSU) on nine federally funded programs to increase teacher, faculty, and student STEM learning outcomes across the state of Mississippi. Utilzing culturally centered and responsive evaluation approaches, REA served as primary evaluator for the following nine programs:

    • The Mississippi Academy of Science Teaching (MAST-5), a PD program for K-5 science teachers funded by the U.S. Department Education;
    • The Mississippi Academy of Science Teaching (Project MAST) a PD program for high school science teachers funded by NSF;
    • The Institutional Change through Faculty Advancement in Instruction and Mentoring (ICFAIM) program, an NSF-funded PD program for STEM-subject undergraduate JSU faculty;
    • The Mississipi Academy of Mathematical Teaching (MAT-PD), a PD program for middle school math teachers funded by the U.S. Department of Education;
    • The Minority Advancement through Recruitment and Retention in Science via Outreach Program (MARRS-OP) a U.S. Department of Education-funded PD program for 6th-12th grade science teachers;
    • The Taking the Initiative to Grow Enrollment and Retention (TIGER) of Minority Students in STEM (TIGER-MS-STEM) program, a U.S. Department of Education-funded program designed to support JSU College of Science, Engineering, and Technology STEM-subject faculty in mentoring undergraduate students;
    • The Accelerating Collaboration and Curriculum Excellence for Longitudinal Student Success (ACCelSS) program, funded by the U.S. Department of Education, which aimed to enhance STEM education through collaborative faculty-student groups;
    • The Pedagogies and Learning for Underrepresented minority students using novel Tools in Online STEM Education (PLUTO-STEM), a U.S. Department of Education-funded online program for middle and high school science teachers during COVID-19; and
    • The Toward Equity in STEM (ProjecTEST) program, an NSF-funded HBCU-UP ACE Implementation grant designed to provide opportunities and new assessment tools that address cultural, social, and historical factors influencing student interest and engagement.
  • Photo by Antenna on Unsplash

    Coppin State University

    Coppin State University, an HBCU in Baltimore, uses their U.S. Department of Education’s Teacher Quality Partnership (TQP) program to build inclusive excellence in the teaching field throughout the state of Maryland. In partnership with Baltimore City Schools, the Baltimore Teachers Union, Salisbury University, University of Maryland Eastern Shore, and several other local education agencies (LEAs), Coppin State leads the Pathways to Professions (P2P) initiative. P2P focuses on 1) capacity building for educators through clinical practice experiences across urban and rural settings, 2) offers an annual Leadership Academy for edcuators, and 3) bridges the opportunity and achievement gaps by building networks of universities and underserved school districts who work together to create pipelines into the teaching profession. REA served as the external evaluator to assess the implementation of the P2P project goals and impacts on participating teachers.

  • Photo courtesy of

    Huston-Tilloston University

    The Huston-Tillotson University (HT) Attaining and Sustaining STEM Excellence with Research Training (ASSERT) program, funded by NSF, focused on enhancing the retention, engagement, and scientific training of natural science students at HT. The program integrated inquiry and research into introductory science courses, leading to a capstone project for all natural science majors. In addition, ASSERT developed materials and infrastructure to transform STEM education. The evaluation, led by REA, uses a mixed-methods approach, including the Experimental Design Assessment Test (EDAT), pre- and post-program attitudinal surveys, and interviews.

  • Photo courtesy of ParentPowered.

    ParentPowered

    ParentPowered, a Public Benefit Corporation, runs a self titled program which aims to transform the way parents and caregivers engage with their children. The program uses direct text delivery to provide strengths-based parenting tips and activities designed to inspire and empower parents and caregivers. The tools are both accessible and family-centered. The mission of ParentPowered is “to create easy-to-use tools for great parenting to improve the lives of all children.” Utilizing culturally responsive qualitative and quantitative approaches, the evaluation led by REA, sought to understand Black parents’ experiences with the program, its impact on families, perceptions from school partners and industry leaders, and suggestions for improvement. Key findings revealed that parents appreciated the program’s quick tips and activities, which aligned with their busy lives and provided essential caregiving insights. They valued culturally relevant content and diverse family imagery. Parents reported feeling more supported and noticed improved literacy skills in their children.