Francis Pearman

Francis Pearman is an Assistant Professor of Education in the Graduate School of Education at Stanford University. He is also a Member of the Maternal & Child Health Research Institute (MCHRI) and affiliated with several programs including Race, Inequality, and Language in Education (RILE), Educational Policy, and Sociology of Education.

His educational background includes a Ph.D. and M.Ed. from Vanderbilt University (2017 and 2012 respectively) and a B.S. from the University of Virginia (2005).

Pearman's research focuses on how poverty and inequality shape the life chances of children, especially in rapidly changing cities. His work spans several key areas:

• Early Childhood education and development
• Educational Policy formation and implementation
• Poverty and Inequality effects on academic achievement
• Race and Ethnicity dynamics in educational settings
• Advanced Research Methods for educational analysis
• Sociological perspectives on education systems

His recent publications demonstrate a strong focus on the intersection of gentrification, school closures, and educational equity, particularly examining how these forces disproportionately affect Black communities and students of color. Pearman's work combines quantitative policy analysis with sociological insight to address critical issues in urban education.

Among his notable media appearances, Pearman has been featured in The Oaklandside discussing school closures in Black neighborhoods, in the Seattle Times on how closures affect school demographics, and in various outlets analyzing the racial dimensions of school closure decisions.

Pearman actively mentors doctoral students including Antonio Lopez, Tyler McDaniel, Sarah Novicoff, Derric Heck, Kendall Cole, Mike O'Key, and Jeremy Walters. He has led research projects examining urban education, school closures, and educational equity, often collaborating with institutions like the New York State education department.

His research team investigates the connections between neighborhood change, school policy, and student outcomes, with a particular focus on how gentrification processes impact educational opportunities for marginalized communities.