Doctoral Student Kendall Hageman-Mays ‘24PHD Selected to Join 15th Cohort of the Alliance for Catholic Education’s Reform Leaders’ Summit

Kendall Hageman-Mays ‘24PHD, a doctoral student in the NC State College of Education’s Ph.D. in Educational Leadership, Policy, and Human Development educational evaluation and policy analysis concentration, has been invited to join the 15th cohort of the Alliance for Catholic Education’s Reform Leaders’ Summit. 

The Reform Leaders’ Summit aims to equip leaders with skills and abilities needed to support family rights and equity in education. Hageman-Mays will be part of a cohort of about 50 educators who will engage in three immersion weekends, facilitated by policymakers, school leaders, researchers, education entrepreneurs and funders. 

“I am incredibly honored to have been selected to participate in the Reform Leaders’ Summit,” she said. “The NC State doctoral students selected last year are amazing individuals and both contributed to and learned from the program. I am honored to have been considered and to share this experience with them and others.” 

Zainab Qaabidh ’24PHD and Mario Jackson ’24PHD, who are both also earning a Ph.D. in the Educational Leadership, Policy, and Human Development educational evaluation and policy analysis concentration, participated in the 14th cohort in 2022. Doctoral students Christy Batts and Leanna Martin were selected to participate this year alongside Hageman-Mays. 

Having previously worked in traditional K-12 and charter school settings as an administrator, policy researcher, advocate and board member, Hageman-Mays said she is excited for the opportunity to expand her understanding of non-public and religious schools, as well as their approach to the challenges being faced across the education sector, through her participation in the Reform Leaders’ Summit. 

She is also looking forward to networking with education scholars who share similar research interests.

“With my research focus on the selection process for students into academic and intellectually gifted programs, this experience will help me to connect with individuals and schools where I may gain an understanding of their approach and struggles with diversity as it relates to these programs,” Hageman-Mays said. “I see this opportunity potentially expanding my reach and impact beyond the traditional K-12 setting and beyond North Carolina.”