The Morehouse College Laboratory School

(at Utopian Academy)

Overview

Introduction (The Problem)

Exhaustive education reform efforts have done little to address the systemic inequalities that
have continued to plague schools in communities of color. It is well documented that minority
students are more likely to attend under-resourced schools than their white, affluent peers. The
shortage of Black male teachers and a euro-centered curriculum prevents students, especially
Black male students, from seeing themselves positively reflected in their schools. There is a
significant overrepresentation of Black boys in special education, and zero-tolerance discipline
policies disproportionately impact them.
These persistent challenges were exacerbated during the 2020 school year. Students were dealt
an additional blow when schools were abruptly closed due to the Covid19 pandemic. Neither
students nor their teachers were prepared to pivot to remote learning, and the digital divide was
widened even further for students in living in low-tech environments. The pandemic not only
disrupted teaching and learning, it also illuminated the disproportionate impact of the Covid19
virus on communities of color.
Black people have experienced higher rates of Covid19 transmission, illness and mortality than
any other demographic group. Record breaking unemployment that resulted from the economic
shutdown significantly increased the percentage of families suffering from housing and food
insecurity. Parents employed as essential workers or in service-industry jobs had little to no
option to work from home and were forced to leave their school-aged children home. Students
across the nation were left to manage the distance learning process on their own.

History of Laboratory Schools

The first recorded laboratory school was founded in 1896 at the University of Chicago by John
Dewey. The purpose of the school, which Dewey intended to serve as a ‘demonstration center’ in
the University’s Department of Pedagogy, was to test and research child centered instructional
methods.

Though Dewey is known as ‘the father of education’ and is credited for founding one of the most
well-regarded laboratory schools in the country, a number of Historically Black Colleges and
Universities (HBCUs) trained exceptional Black teachers during the Jim Crow era in the
segregated south. Author Sharon Gay Pierson highlights the visible omission of HBCU led
laboratory schools in published literature. Her study, Laboratory of Learning examines the
challenges and successes of the Alabama State Teachers College (now Alabama State
University) Laboratory High School, which was a high performing lab school from 1920-1960.
Currently universities across the country utilize the laboratory school model to train pre-service
teachers, conduct research and provide an exemplary educational model for specific student
populations.

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The Opportunity (The Solution)
While the underachievement of students of color and the black male teacher shortage continues
to dominate conversations, Morehouse College is addressing root causes and not just symptoms
of this problem. The Morehouse College Laboratory School will provide middle and high school
students with a world-class education while simultaneously developing revolutionary educators.

The MCEE Educator Preparation Program

Morehouse College’s liberal arts degree programs provide students with a broad, well-rounded
education that prepares them to think critically, communicate effectively, and solve complex
problems. MCEE has developed a complementary framework (see figure 1) that incorporates
these 21st century skills into a preparation program that supports students who are interested in
pursuing various roles in education.

Students are able to explore the opportunities that exist in the education ecosystem through the
ELITE pathways offered at MCEE. Pathway Activities and courses include immersive clinical
experiences, pedagogical and interdisciplinary courses that will produce holistically prepared
educators. The four domains of the Pathway Framework are below:

Figure 1
PATHWAY FRAMEWORK

Depth – Students are able to demonstrate a depth of knowledge in their academic content area or
discipline. Students also engage in courses and academic activities that focus on the historical
underpinnings of education as well as the role of race, society, culture in education.

Breadth – Students are introduced to a variety of issues, settings and practices in education, and
are able to make relevant connections from coursework, lectures, current events, and their own
lived experiences.

Range – Students will explore the various opportunities that exist in the education sector and
will be introduced to traditional and non-traditional careers in education.

Exposure – Students will participate in immersive, experiential learning activities that will allow
them to learn by doing, and apply concepts learned in the academic setting.

Academic Program Design

The areas of focus of MCEE’s courses, research and student activities include the historical and
philosophical underpinnings of education, cognition and learning, liberatory teaching methods,
and educational innovation. MCEE uses a multidisciplinary instructional approach that allows
students to apply principles from sociology, psychology, history, political science, business and
the sciences to the study of education. There are multiple opportunities for students to explore
the relationship between education and issues of race, class, culture, policy and equity. Interested
students can register for special topics courses, lectures, seminars and workshops that will
promote a deeper understanding of the theories and practices in education.

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MCEE also prepares students for a wide range of careers and graduate study in education or
related fields through the Educational Studies major. The Educational Studies major is based
upon a customized course of study that crosses disciplines and connects education theories to the
theories and practices in humanities, arts, social and natural sciences.

In keeping with our institutional mandate to prepare students to lead consequential lives, MCEE
offers a curriculum that is shaped by the theoretical and scholarly traditions that are unique to
Morehouse College. Woven into all courses and activities are the Morehouse College standards
of excellence that promote acuity, agency, integrity, and brotherhood, thus making the MCEE
Educator Preparation Program the only one of its kind.

Students who complete the MCEE Educator Prep Program will:

1. Have a solid theoretical foundation in education that intersects with theories in the
humanities and social sciences.

2. Have specialized knowledge in a particular discipline or content area in addition to broad

exposure to education related scholarship and practices.

3. Have an understanding of the multiple non-cognitive variables and social conditions that
determine student outcomes.

4. Have an ability to identify and communicate how Black thought leaders, scholars and
Morehouse Men have influenced education.

5. Have a commitment to ensuring that educational practices and environments promote

equity, justice and academic excellence for black students.

6. Have a disposition that promotes inquiry, optimism, curiosity and a growth mindset.

7. Have an awareness of how systems and actors influence educational practices, policies and
outcomes.

8. Have a broad understanding of traditional, contemporary and critical pedagogical

approaches.

9. Have the professional confidence and efficacy to make impact in schools, community and/or
youth serving organizations.

10. Have a toolkit of experiences, resources and mentors that will support their growth and
development as an educator.

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The ELITE Pathways

Overview of ELITE Pathways and MCEE Degree Programs

Pathway 1 - EXPLORE
This pathway introduces students to careers and areas of study in the education ecosystem and
leads to a B.A. degree in student’s major with a concentration or minor in Urban Education
Studies. This course of study prepares students for careers in education policy, research, law,
finance, philanthropy, media and journalism.

Pathway 2 - LEAD
This pathway introduces students to leadership theories and practices that will equip them to
make impact as a transformative leader in schools, youth serving organizations and communities.
The pathway leads to a B.A. degree in student’s major with a concentration or minor in
Educational and Organizational Leadership.

Pathway 3 - INNOVATE
This pathway introduces students to the principles of design thinking in order to identify
systemic problems, generate new ideas, and create solutions that are innovative and sustainable.
The Innovate pathway leads to a B.A. degree in student’s major with a minor or concentration in
Educational Innovation. Students will invent and test new educational products, instructional
models, technology prototypes and tools that create measurable impact in urban schools and
communities.

Pathway 4 - TEACH
This pathway prepares students to teach in public and independent schools. Programs offered
include both traditional and alternative routes to teacher certification. The Teach pathway leads
to a B.A. degree in Education or Educational Studies. This pathway can also lead to a B.A. in
other degree areas with a minor in Educational Studies.

Pathway 5 – ENGAGE
This pathway introduces students to the systems, agencies and organizations that serve schools,
communities and families. The Engage pathway leads to a B.A. in student’s major with a minor
or concentration in Civic and Community Engagement

The Morehouse College Student Experience

Morehouse students who are seeking teacher certification will complete their clinical or student
teaching requirements at MCLS. The school will offer students who are pursuing degrees in
education, educational studies or a related field with numerous opportunities to engage. Aspiring
educational researchers, policy makers and innovators will be permitted to participate in and
contribute to the school’s knowledge generating activities.

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 The Lab School Student Experience
MCLS will provide students in grades 6-8 with a supportive and culturally affirming learning
community. Students will see themselves positively reflected in the student body, the faculty and
curriculum. The proximity of the School to the Morehouse Campus will also expose students to
the post-secondary opportunities and the collegiate environment. 11th and 12th grade students at
MCLS will be permitted to enroll in Morehouse College Courses through the dual enrollment
option.

The Lab School Faculty Experience

MCLS faculty will join a community of practice that has an intentional focus on successful
outcomes for learners of color. Faculty will have opportunities to conduct practitioner research,
innovate and apply new instructional approaches.

The Lab School Culture

The culture of MCLS for students, faculty and parents is designed to foster collaboration, idea
generation and intellectual curiosity. Most importantly the culture of MCLS will focus on the
assets of its students. Lab School students and faculty are valued members of the Morehouse
Community who play an integral role in bridging the gap between educational theories, practices
and student outcomes.

The Academic Model

All curricular and co-curricular activities will promote critical thinking and inquiry. The
academic model is built on a foundation that integrates progressive and critical pedagogical
philosophies. The academic program features an interdisciplinary and seamless middle school to
career curriculum that will prepare students for post-secondary options. Embedded throughout
the program are opportunities for students to engage with leaders, scholars and faculty who
represent the industries and disciplines that align with their interests and aspirations.

The Lab School Design and Planning Process

MCEE is leading a collaborative and inclusive planning process that integrates the voices and
perspectives of various stakeholders. A series of meetings will convene a cross-section of the
Morehouse Community and its’ institutional partners. Planning activities range from those that
include aligning the organizational values and priorities with the mission of MCEE, to securing
early-adopters committed to the long-term stability of the MCLS.

The Laboratory School Landscape

The following table contains currently operating Lab Schools that have been researched during
the conceptualization phase:

University/College Grades Served Philosophical/Instructional Admissions/Target Demographic

Focus
K-12 Progressive/College Prep Private, selective
The University of Chicago Lab School

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The LSU Laboratory School K-12 College Prep Private/Public, receives state
funding

Texas Christian Lab School Elementary Special Needs Private

University of Missouri Lab School K-12 STEM Private

(Greenwood)

Southern University Lab School K-12 College Prep/HBCU Private/Public, receives state
funding

The School at Columbia University K-8 Constructivism Private

Smith College, The Campus School K-6 ? Private

The Morehouse College Virtual Lab School

Covid19 has forced the schools around the world to reimagine new ways to educate students.
The transition to online learning has exacerbated the inequities in education. Vulnerable student
populations have been disproportionately impacted during Covid19, including the of lack access
to high quality, online educational opportunities. MCLS is committed to the continuity of
learning when circumstances prevent access to the face-to-face instructional environment and
will launch the academic program in a virtual format. MCLS will provide remote instruction
through its online education partner, Pearson Learning. This provider has a successful track
record of delivering exceptional virtual and blended instructional services to school districts,
charter and independent schools in the U.S. and abroad.

Each enrolled student will be issued a device and will have online access to the school’s full
curriculum, teachers, academic coaches, tutors and counselors. Pearson will provide curricular
options that include hundreds of courses that are aligned with state and national standards. High
school students will have access to Advanced Placement and Honors courses, electives and the
arts. Courses will be offered in both synchronous and asynchronous formats. Learning is
personalized and will permit students to complete assignments and projects at their own pace.

MCLS will provide its students with the tools required to thrive in a 21st century blended
learning environment. Specifically, each student will have access to a high quality online
curriculum; highly effective online and face to face teachers; personal mobile computing tools; a
user-friendly and responsive digital education platform; and a seamless connection between the
school, families and the community. 

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Additional Features Include:

 An Engaging Technology-Facilitated Curriculum: MCLS will use the high-quality

Connections curriculum (powered by Pearson) that consists of hundreds of digital courses.
 A Personalized-Blended Instructional Model: As part of our flexible blended learning
model, MCLS will offer both face-to-face (when appropriate) and online teaching. The
middle school blended structure may involve face-to-face teachers focusing on English and
Math or working with students in small groups on a schedule determined by personal
learning plans. Science, Art and Physical Education are taught primarily online by certified
subject-area experts, with some on-site elements provided by guest-faculty (in the case of Art
and Science and a Personal Trainer in the case of PE).  All other courses, including Social
Studies and electives, may be taught online exclusively, with students meeting in small
groups through Live-Lesson sessions with Success Coaches providing face-to-face support.  
 One-to-One Computing Resources: All students will be provided with a loaned laptop
or tablet which they will use throughout the school day and at home to access the online
curriculum.  The curriculum will be available through a “mobile friendly” learning
management system (LMS) that will allow students to access it on their own smartphones,
tablets, and other personal devices. 
 Data-Powered Instruction with Dynamic Differentiation: As students work through
the online curriculum, they will generate data that will be used evaluate student and teacher
performance.  Data will be used to provide interventions, enrichment and other personalized
support. Students will meet with their teachers individually and in small groups multiple
times per week in person or via web conference. Success Coaches and MCEE Tutors will
also provide additional academic support.
 Personalized Learning Plan: Plans are developed collaboratively for each student by the
instructional staff with input from parents and students. The PLP will guide the tailoring of
the curriculum and instructional strategies to ensure each student’s needs are
met. Personalized Learning Plans will reflect necessary modifications and accommodations
for students with a documented need.
 Micro School Design: MCLS is small by design, serving a total of 50 students.
 Success Coaches and Tutors for Every Student: In addition to the content experts and
joint Morehouse College faculty teaching in every subject, MCLS will assign Success
Coaches and MCEE Pathway students to work with students individually and in teams to
facilitate both mastery of standards and effective planning for college/career. 
 Health and Wellness: MCLS recognizes the critical importance of personal and physical
wellness. These elements are embedded into the face to face and online curriculum to ensure
the academic and emotional success for students. A dedicated Personal Trainer will provide
in person or virtual fitness plans for every student. Virtual fitness experiences may include
participating in running clubs, yoga, cycling and martial arts.
 Social Justice and Advocacy (In development)

Leadership and Personnel

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MCEE Team
Dr. Nina L. Gilbert, Director
Bria Toussaint, Senior Academic Support Specialist
Dr. Artesius, Miller, Faculty

Morehouse College Lab School Design Team

Proposal Phase
Dr. Nina Gilbert
Bria Toussaint
Dr. Artesius Miller

Design Team Consultants

Dr. Angelicque Tucker Blackmon, ILC
Vanessa Solomon
Samantha Elmore
Dr. Artesius Miller
Comaneci Brooken, ILearn

Planning Phase

Forthcoming

Implementation Phase

Forthcoming

Lab School Leadership/Personnel (In Development)

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 Morehouse College Lab School (Virtual)
Personnel Roles & Responsibilities
Division Roles

Leadership Team  Head of School

 Dean of Students
 Director of Business/Operations
 Dean of Curriculum and Instruction

School Liaisons,  Dean/Director of Instructional Technology

Educational  Dean of Faculty
Technologists, etc.  MCEE – MCLS Clinical Liaison

Advisement/Student  Academic Coaches

Support   Counselors
 Student Services Coordinator

Middle/High School  In Development

Teachers (virtual)

 In Development
Middle/High School
Teachers (in-person)

School Operations  Registrar

 Accounting/Financial Aid
 Family/Community Coordinator
 Director of Development (contracted)
 Administrative Assistants
 Marketing/Media Relations

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 Strategic Partnerships
(Current and In-Development)

Organization Area of Partnership Status Budget Impact

Kean Family Trust Funding Invited to Submit Revenue – 1.5 million for 3
Funding Proposal years if funded

Pearson Learning (online Digital Curriculum In-progress Expense – negotiating

learning) Virtual Teachers partnership
Learning Management System (LMS)

(Digital Learning Partner)

Georgia Professional Teacher Certification In-progress Expense – exact cost

Standards Commission currently undetermined
(GaPSC) (Pathway Partner) (MCEE expense)

Dawn Agilix, Buzz Additional/optional LMS Developed (MOU) Expense – per student use
will negotiate phase 2 (minimal)
(Digital Learning Partner)

The Education Partners Professional Development Developed (MOU) Revenue (Shared)

(TEP) will negotiate phase 2
(Digital Learning Partner)

New Leaders Professional Development. Etc. In Progress Revenue or Neutral

Leadership Training
(Pathway Partner)

Microsoft/Apple/Dell Technology Tools/Devices Pursuing Neutral or Expense

Never Whisper Justice Professional Development Developed MOU Neutral or Revenue

Project/Center for Black Curriculum Development
Teacher Development (Pathway Partner)

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