The TODOS Iris M. Carl Equity and Leadership Award

The TODOS Iris M. Carl Equity and Leadership Award recognizes an individual who has made significant contributions to the quality of mathematics education provided to underserved students, in particular to Latina/o students. The honoree is a mathematics educator who exhibits commitment to improving the mathematics education for all students and has made, or is making unique contributions that have impacted equity and access for underserved students. The individual’s work in improving mathematics has influenced the school, community, leaders and practitioners, and its impact has been sustained.

2018 Iris M. Carl Awardee

2018 Iris Carl Awardee: Kathryn Chval

2017 Iris Carl Awardee: Lee Stiff

2016 Iris Carl Awardees: José Franco and Rochelle Gutierrez

2015 Iris Carl Awardee: Gilbert Cuevas

2013 Iris Carl Awardees: Marta Civil and Susie W. Hakansson

2012 Iris Carl Awardees: Harriet Haynes and Diane Kinch
2011 Iris Carl Awardee: Carol A. Edwards
2010 Iris Carl Awardee: Bob McDonald
2009 Iris Carl Awardee: Kay Gilliland
2008 Iris Carl Awardee: Miriam Leiva
2007 Iris Carl Awardee: Ed Silver
2006 Iris Carl Awardee: Guillermo Mendieta

Student Awards

TODOS and Texas Instruments are proud to be presenting Student Awards to outstanding students from the Boston Area.  Our thanks to the parents,  teachers and the students on this achievement.  We also thank Didax  for supplying refreshments. 

Eligibility for TODOS Student Awards for Underrepresented Groups: To be eligible to TODOS Student Awards, students must be nominated by a TODOS member and each TODOS member may only nominate a maximum of two students for a particular award.  To best serve the mission of  TODOS, a student nominated for an award must be a member of an underrepresented group, as further clarified by the criteria below."The achievement gap is an indicator of disparities between groups of students usually identified (accurately or not) by racial, ethnic, linguistic, or socioeconomic class with regard to a variety of measures (attrition and enrollment rates, drug use, health, alienation from school and society, attitudes toward mathematics, as well as test scores.)  It is important to recognize that the achievement gap is not a result of membership in any group but rather is the result of the systematic mistreatment of learners caused by racial and class bias."  (2004 NCTM Achievement Gap Task Force).