Amber B. Sansbury is a PhD Candidate in Education at George Mason University (Fairfax, VA). She deeply believes in Black young children’s agency in their learning, evolving in asset-rich families, and development during the early childhood years (birth- age 8). Her own research examines the relational goals of African American teachers and African American families and the ways in which these goals support- or hinder- African American preschool children’s racial identity (e.g., parent-teacher relationships and family engagement) across program and home environments. Her work can be found in the Early Childhood Research Quarterly, Policy Insights from the Behavioral & Brain Sciences, Handbook on the Science of Early Literacy, Virginia Teacher Educators’ Journal, Researchers Investigating Sociocultural Equity and Race (RISER) Network, and the Educare Learning Network. She brings more than thirteen years of community organizing and policy experience in the implementation of Every Student Succeeds Act provisions on family engagement, high-quality preschool, and Title I school improvement- key areas in the Study Group XVI report on the Leandro ruling. These Dudley priorities contextualize the impact of resegregation on North Carolina’s early care and education and public school systems.”