Straus Center for Young Children & Families

Our Work

The Straus Center exists to advance Bank Street College’s Mission & Credo through applied research and translational scholarship. This stance is in keeping with the College’s first principle of using research to inform teaching practice, policy practice, and justice-centered social reform.

Our Approach

Our approach is based on the three core activities and associated guiding questions below:

Participatory, Equity-Focused Research

What is the progressive early childhood education of the 21st century and importantly, what are its effects? The Straus Center pursues this question with the following stances:

  • Science is not neutral: We must critically reflect upon the historical role science has played in constructing race, class, gender, sexuality, dis/ability, age, and associated social inequities.
  • Participation matters: Research has traditionally treated children, parents, and teachers as objects of study. In order to rectify the silencing of their perspectives and experiences in the research literature, we will strive for their maximum feasible participation in research projects. 
  • Research methods are non-binary: Social scientific paradigm wars about what data and methods are a priori more rigorous are anti-scientific; ignore the value of methodological pluralism; and stifle the scientific community’s potential to help address the vexing social problems affecting children, families, and educators.  

Ground-Up Policy Analyses

What should decision-makers know about how policies are affecting young children, families, schools, and communities? While policy analyses that consider outcomes and cost-benefits are important, how policies are implemented and navigated on the ground are a missing component of policy improvement efforts.

Synthesizing and Promoting Research-Based Practices

What is the field already doing that is supported by evidence and what new approaches should be incorporated into educators’ toolboxes? 

What We’re Working On

  • Current Work

    Developing Systems to Support Spanish-Speaking Early Childhood Educators

    Project Y1: Equitable Access to Higher Education on Long Island
    Project Y2: From Access to Action: A College-to-Career Workforce Strategy for Long Island’s Spanish-Speaking Educators
    Principal Investigator: Cristina Medellin, PhD
    Agenda Area: Workforce and Economic Development
    Funder: William E. and Maude S. Pritchard Charitable Trust

    Bank Street College of Education and SUNY Farmingdale State College have partnered to create Long Island’s first Spanish-language, credit-bearing Child Development Associate (CDA) microcredential. This innovative pathway expands access to higher education for Spanish-speaking early childhood educators and strengthens the region’s bilingual workforce.

    With support from the William E. and Maude S. Pritchard Charitable Trust, the project has developed new college infrastructure, co-created a fully translated and culturally responsive curriculum, recruited bilingual faculty and students, and established partnerships with early learning programs to support field experiences. The initiative addresses the statewide child care workforce shortage and reduces longstanding barriers facing immigrant and first-generation Latine educators. The resulting model can be replicated across SUNY and other higher education institutions to advance equitable, culturally affirming preparation for educators of young children.

    Developing a Participatory Theory of Change for Universal Child Care in Dutchess County

    Co-Principal Investigators: Cristina Medellin and Mark Nagasawa
    Agenda Area: Systems
    Funder: Dutchess County Workforce Investment Board

    The Straus Center is partnering with the Dutchess County Child Care Coalition to design a theory-of-change process supporting the Dutchess County Early Learning and Child Care Accord, which envisions a universal child care system in the region. This project helps align priorities around quality, compensation, access, and research within New York State’s early childhood systems.

    A Design-Based Participatory Study of Early Childhood Social Work Communities of Practice

    Principal Investigators: Cristina Medellin and Mark Nagasawa
    Agenda Areas: Professionalization and Systems
    Funder: New York City Public Schools, Division of Early Childhood Education

    This design-based participatory research study focuses on early childhood social workers in New York City Public Schools (NYCPS). The project examines:

    1. The scope of their practice and key dilemmas
    2. Their experiences with NYCPS professional learning, including a community of practice pilot
    3. Outcome indicators related to their work with educators, children, and families

    Findings will inform NYCPS professional development, support, and evaluation strategies for early childhood social work services.

    Supporting Latina Family Child Care Provider Voices Through Inquiry

    Principal Investigator: Cristina Medellin
    Agenda Area: Professionalization with Equity
    Funder: Foundation for Child Development Young Scholars Program

    This mixed-methods study explores how Latina home-based child care professionals navigate newly developed, culturally and linguistically responsive support systems designed to help them transition from a credit-bearing CDA to college degree programs. The work builds on the history of the CDA credential, historically administered by Bank Street, and addresses how to streamline pathways to higher education for the early childhood workforce.

  • Past Projects

    Where Does Science Live in Your Community? A Photovoice Project

    Co-Principal Investigators: Cristina Medellin and Mark Nagasawa
    Agenda Area: Equity-Centered Family & Community Engagement
    Funder: New York Hall of Science / Simons Foundation
    Years: 2023–2024

    This Photovoice project partnered with the New York Hall of Science and community members in Corona, Queens. Using photography and storytelling, participants shared insights about their communities to support more culturally responsive museum and science education.

    Multiple Case Study of New York State’s Implementation of the Pyramid Model

    Principal Investigator: Mark Nagasawa
    Agenda Area: Systemization for Equity
    Funder: Institute for Research on Poverty / U.S. Department of Health & Human Services
    Years: 2023–2025

    This study examines New York State’s rollout of the Pyramid Model, an evidence-based preschool practice. It builds on the Listening to Teachers study, exploring how the state supports early childhood educators so they can best support children.

    Promoting Teacher-Child Relationships in Early Care and Education Classrooms

    Principal Investigator: Shelia Smith (National Center for Children in Poverty)
    Co-Principal Investigators: Cristina Medellin, Sarika Gupta, and Mark Nagasawa
    Agenda Area: Professionalization with Equity
    Funder: New York City Early Childhood Research Network / Heising-Simons Foundation
    Year: 2024

    This project examined how educators understand and support teacher-child relationships (TCRs) and piloted two professional learning strategies: a community of practice series and the Teacher Reflection Tool. Findings suggest approaches that may strengthen nurturing TCRs across early childhood settings.

    Reconceptualizing Early Childhood Systems for Justice and Equity

    Co-Principal Investigator: Mark Nagasawa
    Principal Investigator: Mathias Urban (Dublin City University)
    Agenda Area: Systemization for Equity
    Funder: Spencer Foundation
    Year: 2023

    This international collaboration brought together researchers from Argentina, Indonesia, Ireland, South Africa, and the U.S. to build a comparative research agenda focused on policies designed to advance equity in early childhood education systems.

    Early Childhood Care & Education Quality with Equity at the Center

    Principal Investigator: Mark Nagasawa
    Agenda Area: Systemization for Equity
    Funder: Spencer Foundation
    Year: 2022

    Initially planned as a research conference, this project evolved into an ongoing network of educators, scholars, policymakers, and funders committed to centering equity in early childhood program quality.

    Racial and Gender Equity for Young Children with Disabilities in New York City

    Principal Investigator: Sarika Gupta (formerly of Straus)
    Co-Investigators: Natasha Strassfeld (University of Texas, Austin) and Gregory Cheatham (University of Kansas)
    Years: 2021–2023

    This mixed-methods project investigated disparities in preschool special education referrals, inclusive practices, and families’ experiences within New York City’s early childhood system.

    Improving Dual Language Teaching for Spanish Speakers

    Principal Investigator: Alexandra Figueras-Daniel (formerly of Straus)
    Years: 2021–2023

    This mixed-methods project examined Latina teachers’ practices and professional learning experiences related to dual language learners, including use of the SESEBA and CASEBA tools to support reflective practice.

    Listening to Teachers: Towards a More Equitable ECE System in NYC

    Co-Principal Investigators: Mark Nagasawa and Alexandra Figueras-Daniel
    Years: 2021–2022

    A multiphase, mixed-methods study following New York City’s early care and education workforce during the COVID-19 pandemic. The project explored educators’ experiences and identified lessons to inform a more equitable post-pandemic ECE system.

    Emotionally Responsive Practices & COVID-19: A Phenomenological Evaluation

    Principal Investigator: Mark Nagasawa
    Years: 2021–2022

    In partnership with Bank Street’s Center for Emotionally Responsive Practice (ERP), this study examined how developmentally informed, emotionally attuned professional learning supported teachers during pandemic-related disruptions.