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Naomi Dupre-Edelman MATM’21, assistant director of math leadership programs with , will spend the upcoming year developing her skills as an education leader as she takes part in the (MEPF). The program brings together leaders from a range of education organizations who wish to understand and advance equitable education policy. Dupre-Edelman applied for the fellowship to deepen her understanding of how to make a meaningful impact in education.

“I've always been interested in how we can improve education from the inside,” Dupre-Edelman said. “As I was filling out the application, I thought about what I wanted to see. There's this really big power imbalance between literacy and mathematics, and I really wanted to raise the bar in mathematics so that we can provide more students the opportunity to enter a STEM field.”

The fellowship is run through the , whose mission is to improve public education through well-informed decision-making based on deep knowledge and evidence of effective policy making and practice. The center is also one of Massachusetts’ preeminent voices in public education reform.

The 2024-2025 MEPF program will feature virtual sessions and workshops with prominent leaders, including former Massachusetts Secretary of Education Paul Reville. Fellows will also hear from leaders in Massachusetts and the U.S Congress through trips to the state house and Capitol Hill. Participants will study and analyze policy, something Dupre-Edelman says she is looking forward to.

“We meet two times per month. The second time we meet, we actually get some policy. We get to analyze it, talk about it and talk about ways that these could have been policies that were in the past. What are some other ideas about that policy? How can we further what's already there?” Dupre-Edelman said. “The bigger thing that I'm learning is that policy isn't just about what you want moving forward; it's about how to see other people's perspectives. We ned to reground ourselves to understand we're not the only ones with these opinions, and other people have different opinions about the same thing, and how can we work with those other people rather than against them.”

When the fellowship ends next year, Dupre-Edelman is hoping to advocate for math teachers and show them that there are people who are fighting for them.

“There's nothing in Massachusetts that encourages teachers to reach beyond and build their knowledge about mathematics,” Dupre-Edelman said. “That also means that districts are more likely to drop a position because it's not licensed. If we could get licensure and allow teachers who feel really competent in math to specialize in it, it would raise the bar for what we can offer students. What I’m hoping for is a big reach. But it just starts with advocating and learning the process first.”

Dupre-Edelman has been an elementary educator in the Connecticut River Valley for the last five years, working with grades two through five. During her time in public schools, she was involved in planning math curriculum and supported mathematics professional development for teachers. She is a 2021 graduate of the ����ɬ graduate math leadership program and earned her undergraduate degree from Elms College.