Introductory text across the screen: With the onset of COVID-19, Boston Public Schools (BPS) transitioned to emergency remote learning for the remainder of the 2019-2020 academic year. The district administered a survey of families in Summer 2020 that sought to identify 1.) Families' perceptions of the strengths and weaknesses of remote learning, 2.) Best practices for remote, hybrid, and in-person learning, 3.) Strategies for mitigating inequities in student learning and family engagement. 17,185 families' survey responses were analyzed in a period of four weeks. Meet the Team! Dr. Charlotte Powley (Heller School Graduate, PhD in Social Policy), Zora Haque (Researcher at the Heller School, student in Master of Public Policy program), Jenny LaFleur (5th year DOctoral Student in Sociology and Social Policy), Arlett Marquez (Brandeis Undergraduate, Senior), Daryl Cabrol (Brandeis Undergraduate, Junior), Denezia Fahie (Brandeis Undergraduate, Junior), Maria Aranibar (Brandeis Undergraduate, Junior), Catherine Romero (Brandeis Undergraduate, Junior), Derron Wallace (Assistant Professor of Sociology & Education).

- Text comes on screen that says: Perspectives on the Project

Daryl Cabrol: I had the opportunity to code hundreds of survey responses from BPS families that expressed a variety of concerns about the BPS reopening plans for students and staff members.

Arlett Marquez: This time we coded thousands of responses from families, worked on a policy report, and presentation of our findings. I was able to work with a diverse group of people from various backgrounds.

Denezia Fahie: Having the opportunity to do research, was truly game changing for me. I'm not someone who has had great exposure to what it means to do research that is real time, relevant and visible. This experience demystified the research process for me and reshaped the image I had a research and what it meant to be a researcher.

Maria Aranibar: Learning this new software, Atlas, and learning how coding can be applicable to not only humanities, but some possible career paths for me was an important experience and now I see that coding is a skill that can be applied to many different career paths for me. Specifically in the education field, I learned that there are many more career opportunities, than just being in inside of a classroom.

Charlotte Powley: I would say my favorite part, or the highlight of being a part of the team was being able to code the interviews with a group of people. I had just done my dissertation, and coded all of my interviews by myself. So, it was really nice to be able to work with the team, you know, bounce ideas off of one another, compare our codes, who coded what, which way.

Catherine Romero: I knew I wanted to do, and pursue a master's degree, or something in higher education, but I wasn't really sure if I was capable, based on the technical skills I had, and the things I had been exposed to prior to this project. But I feel a lot more confident now, knowing that, that is definitely the road I wanna go, and I want to go through the multiple steps that is needed for research.

Zara Haque: Throughout this work with BPS, I saw in real time, how exposure to new opportunities, impacts students, who have yet to experience research based work. As I worked alongside a talented, and invested group of Brandeis undergrads.

Jenny LaFleur: When this project came along, I was really excited, not only to work with Professor Wallace, Charlotte Powley and Zara Haque, but also to get to know all these students who I had met before, as their TA, but now as a chance to actually interact with them, and work together on the project, which is just a new, and really fun way to interact with Brandeis undergrads.

- Text comes on screen that says: Impact of the Project

Arlett Marquez: Being able to work on something that I know is gonna impact many families was a lot of pressure, but at the same time, it was very rewarding, because I know the work that we all did, will only help in the overall process of reopening plans, and hopefully these results will open up a space to look at how education is not just about being on school grounds but also about financial security, housing security, and other factors that are often ignored.

Maria Aranibar: I learned that through our data, that injustices in regards to race, and income and class, and opportunity in education, is something that I'm very passionate about, and this experience solidified what I hope to pursue in the future.

Denezia Fahie: After doing this work, I am not intimidated by a data set, or data analysis. I'm not intimidated by a policy brief. In fact, I would say, I enjoy them. I expect that this research will now become a part of my future endeavors, whether that is an education, or something more policy-based.

- Text comes on screen that says: Final Thoughts

Daryl Cabrol: Ultimately, I hope that students get access to these productive and hands-on learning experiences in a more equitable way.

Arlett Marquez: I believe Brandeis should prioritize giving all students the opportunity to do this kind of work during their time at Brandeis, while keeping in mind, that Black students and students of color are often underrepresented in these spaces. It's also very important that all students receive adequate funds for their time and labor. Overall, I learned so much from this experience, and I gained and refined skills that I know will be useful throughout my academic journey.

Charlotte Powley: So I'm really grateful to have been a part of the project, grateful to Professor Wallace for putting it all together, and grateful to Brandeis for supporting it.