About CET

Center for Educational Transformation (CET)
University of California Riverside
Founding Director, Louie F. Rodriguez, Interim Dean of the GSOE
Center Description

The Center for Educational Transformation (CET) is committed to equity-driven, visionary, and social justice-oriented work that aims to explore, highlight, and learn from region-wide examples of policy, practice, and pedagogy for the purposes of serving as a national model for community-engaged research.

The theory of action driving the Center’s work is straightforward: Engage in equity-driven, visionary, and social justice-oriented work and build the structures around the work that support the principles and commitments of our work.

There are a handful of community-based initiatives already underway, and we hope that students, GSOE faculty, and community partners will consider the Center as a platform to collaborate, build, and leverage their collective energy, expertise, and funding opportunities to do the work that matters.  

CET’s Key Areas of Emphasis:

The Center may embrace many objectives including:

  • Collaborative and Participatory Research in school- and community-based settings including work with non-profit organizations
  • Professional Development and Consulting with the district and other partners who may leverage the Center’s expertise for research, assessment, and institutional troubleshooting
  • Community Development such as working with youth engagement and Ethnic Studies development work
  • Local/National Voice through various methods including research reports, blogs, policy briefs, op-eds, and engaging some of the voices from the region
  • Leadership Development by providing support to GSOE faculty, graduate students, and undergraduates through research fellowships and similar opportunities
Challenges in the Inland Empire:

The challenges facing our communities in the Inland Empire are quite expansive and include:

  • Inequitable access to quality early childhood educational opportunities and the subsequent challenges with Kindergarten preparedness
  • Reading and mathematics proficiency in the early elementary years
  • Understanding the ramifications of testing, class size, and disciplinary policies from elementary through high school
  • Quality middle school education
  • A-G access, issues, culturally and community relevant teachers, and school dropout pushout
  • Long-term English Learners across the Inland Empire even among U.S. born and/or students who have attended K-12 in the U.S.
  • Intentionally building curricular/pedagogical relevance through Ethnic Studies and other proven policy solutions
  • Lack of representation in most policymaking bodies particularly among Communities of Color
  • Collaborating across the PK-12, community college, 4-year institutions, and non-education sectors such as health, housing, economic development, business, and the clergy
Promises in the Inland Empire:
  • A relatively young and vibrant community committed to educational success
  • A historic presence whose ancestors helped establish and build many institutions in the region yet few know about these contributions
  • A community resilience that has weathered systematic racism and discrimination through many institutions including education, voting, housing, and others
  • A presence of parents and immigrant parents specifically who have unwaveringly advocated for equitable educational opportunities for their children
  • A committed cross-section of education and non-education leaders who are ready to build equitable opportunities and access for Inland Empire students and communities