Professor Tate holds additional Arts and Sciences academic appointments in American Culture Studies, Center for Applied Statistics and Computation, and Urban Studies.  He is a member of the executive committee of all three programs.  Additionally responsibilities include serving as the chair of the executive committee of the Center on Urban Research and Public Policy.  His other university leadership includes serving as a participating faculty member in the Audiology and Communication Sciences program. 

He serves as the principal investigator and project director of the St. Louis Center for Inquiry in Science Teaching and Learning (CISTL). The center is a multidisciplinary effort to build sustainable models of human resource development in the sciences and to integrate these models into the cultural resources of an urban community.  Professor Tate is co-principal investigator of the National Center for Culturally Responsive Educational Systems (NCCRESt), a project funded by the U.S. Department of Education's Office of Special Education Programs.  The center provides technical assistance and targets improvements in culturally responsive practices, early intervention, literacy, and positive behavioral models to support the academic achievement of students from culturally and linguistically diverse backgrounds and their peers.

Prior to his Washington University appointment, he held the William and Betty Adams Chair of Mathematics Education and Mathematics at TCU and a tenured professorship at the University of Wisconsin – Madison. He is formerly the Scholar-in-Residence and Assistant Superintendent – Mathematics and Science of the Dallas Independent School District where he served as project director of the Urban Systemic Reform program funded by the National Science Foundation.

He has authored scores of scholarly journal articles, book chapters, edited volumes, monographs, and textbooks focused on human resource development in mathematics, science, and technology education, urban studies, and race and American education. He is the immediate past president of the American Educational Research Association (AERA). He also has served as an editor of the American Educational Research Journal (Teaching, Learning, and Human Development Section). Among his research awards and fellowships, he has been an Anna Julia Cooper Fellow at the University of Wisconsin – Madison, a Patricia Roberts Harris Fellow at the University of Maryland at College Park, and the recipient of an Early Career Award (AERA) and Outstanding Scholar Awards (SIG: Research Focus on Black Education and the University of Maryland).  He is completing post-doctoral training in psychiatric epidemiology in the Department of Psychiatry at the Washington University Medical School.

Selected Publications

Tate, W. F. & C. C. Yeakey [Eds.] (in preparation).  Research on schools, neighborhoods, and communities: Toward civic responsibility.  [American Educational Research Association Presidential Volume].

Anderson, C. R., & Tate, W. F. (2008). Still separate, still unequal: Democratic access to mathematics in U.S. schools.  In L. English (Ed.), International handbook of research in mathematics education (299-318). London: Taylor and Francis.

Tate, W. F.   (2008). The political economy of teacher quality in school mathematics:  African American males, opportunity structures, politics, and method.  American Behavioral Sciences, 51(7), 953-971. 

Artiles, A., Klingner, J. K., Tate, W. F. [Eds.] (2006). Representation of minority students in special education: Complicating traditional explanations, Educational Researcher, 35(6), 3-28.

Ladson-Billings, G. & Tate, W. F. [Eds.] (2006).  Education research in the public interest: Social Justice, action, and policy.  New York: Teachers College Press. Click here to secure a copy.

Tate, W. F. (2005). Brown, political economy, and the scientific education of African Americans. In R. E. Floden (Ed.), Review of Research in Education (pp.147-184). Washington, DC: American Educational Research Association.

Klingner, J. K., Artiles, A. J., Kozleski, E., Harry, B., Zion, S., Tate, W., Durán, G. Z., & Riley, D. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13(38). Retrieved [July 13, 2006,] from http://epaa.asu.edu/epaa/v13n38.

Tate, W. F. (2001). Science Education as a Civil Right: Urban Schools and
opportunity to learn considerations. Journal for Research in Science Teaching, 38, 1015-1028.

Strutchens, M. E., Johnson, M. L., & Tate, W. F. [Eds.] (2000). Changing the Face of Mathematics: Perspectives on African Americans. Reston, VA: National Council of Teachers of Mathematics.

Tate, W. F. & D’Ambrosio, B. S. [Eds.] (1997, January). Equity, Reform, and Research in Mathematics Education, Journal for Research in Mathematics Education, 28(6), 650-782.

Tate, W. F. [Ed.] (1996, January). Urban schools and mathematics reform:  Implementing new standards, Urban Education 30(4), 379-521