Lisa Bauer, is a doctoral student in Teaching English as a Second Language and an Evaluation Associate at the Evaluation Services Center, University of Cincinnati.  Her area of research is preparing US teachers for diverse populations. She contributed "Developing the Soil for Diversity: 
Opening the US K-12 School Districts to Every Student" with her colleagues.  (Contact the co-author at Lisa.Bauer@uc.edu)

Suzanne Blanc, Ph. D., is a Senior Research Associate at Research for Action.  She is an anthropologist currently studying policy reforms in Philadelphia and is interested in the relationship between communities and schools.  She contributed "Teacher Beliefs about Equity in a Mathematics and Science Reform Program" with her colleagues. (Contact this co-author at sblanc@researchforaction.org)

Imelda Castañeda-Emenaker, Ed. D., is a research associate at the Evaluation Services Center, University of Cincinnati. Her areas of research are in the use of qualitative and quantitative research methodologies and professional development. She contributed "Developing the Soil for Diversity: Opening the US K-12 School Districts to Every Student" with her colleagues. (Contact the co-author at castania@UCmail.UC.edu)

Mitra Fallahi, Ph. D., received her Ph.D. from Marquette University in Educational Foundations/Psychology and is currently on faculty at Saint Xavier University. She worked as a consultant in Chicago Public Schools for three years.  She contributed "Teach America with Care: Reflections on Two Years Working in an Urban School as a Consultant." (Contact the author at fallahi@sxu.edu)

Dorothy Hurley, Ed. D., is Associate Professor of Education at the Campolo School for Social Change, Eastern University, directing the Urban Transformation track of the M. Ed. in Multicultural Education program.  Her publications include articles in the Journal of Studies on Alcohol and the Alcoholism Treatment Quarterly.  For this issue she served as Guest Editor for the Article Section and contributed an introductory essay, "Developing Students as Change Agents:  Urban Education and Reform."  (Contact the author at dhurley@eastern.edu )

Rhonda Mordecai-Phillips, is a Senior Research Assistant at Research for Action.  She is currently studying literacy teaching and early mathematics learning in Philadelphia.  She is also designing and implementing teacher research about equity within the Urban Systemic Program. She contributed "Teacher Beliefs about Equity in a Mathematics and Science Reform Program" with her colleagues. (Contact this co-author at rphillips@researchforaction.org)

Mari Phillips, Ed. D., is the director of pupil personnel services and ESL program, at Princeton City Schools, Sharonville, OH.  She develops and coordinates programs to ensure success for every Princeton student. She contributed "Developing the Soil for Diversity: Opening the US K-12 School Districts to Every Student" with her colleagues. (Contact the co-author at mphillips@princeton.k12.oh.us)

Marcine Pickron-Davis, Ph. D., completed her dissertation about service learning among African-American undergraduates at the University of Pennsylvania.  She is currently working as a consultant with Research for Action and other organizations.  Her areas of interest are equity, service learning, and multicultural education.  She contributed "Teacher Beliefs about Equity in a Mathematics and Science Reform Program" with her colleagues. (Contact this co-author at mdavis@researchforaction.org)

Jennifer E. Williams, Ed. D., is a Program Evaluator with the Cincinnati Public School District and a Counselor Educator at The Ohio State University.  Her research agenda includes multicultural competence in professional practice, and abuse prevention and intervention (substance abuse, sex abuse, child abuse, domestic violence, school violence, etc.).  She contributed "Developing the Soil for Diversity: Opening the US K-12 School Districts to Every Student" with her colleagues. (Contact the co-author at williaj@cpsboe.k12.OH.US)