Her flagship publication, The National Mathematics Achievement Recovery and Equity Framework (NMAREF), proposes a comprehensive policy architecture for reversing post-pandemic declines in mathematics performance. The framework integrates standardized diagnostics, data-driven formative instruction, and culturally responsive pedagogy, aligning directly with the Every Student Succeeds Act (ESSA) and the Federal STEM Education Strategic Plan (2024–2028).
Building on this foundation, her follow-up white paper, Bridging the Gap: Scalable Instructional Coordination Models for Equitable Math Intervention in U.S. Public Schools, introduces the Instructional Coordination Model for Math Intervention (ICMMI), a system that professionalizes instructional coordination and operationalizes NMAREF’s policy vision through structured leadership roles, state credentialing, and teacher development networks.
Together, these frameworks form the intellectual and operational pillars of Ms. Dejeron’s national advocacy for educational renewal. “Mathematics recovery is not simply about regaining lost scores,” Ms. Dejeron explains. “It’s about rebuilding the systems that make equity sustainable—systems that empower educators and honor the diverse realities of every learner.”
Expanding the Research Landscape: Parenting, Learning, and Performance
Complementing her policy work, Ms. Dejeron’s latest peer-reviewed article, Parenting Styles and Students’ Academic Performance (PANTAO International Journal of Education and Social Research, Vol. 7, No. 10, October 2025), explores the psychological and sociocultural dimensions of student achievement. Her research demonstrates that authoritative parenting characterized by high responsiveness and structured support correlates strongly with academic resilience and intrinsic motivation, while neglectful or authoritarian approaches often compound learning disparities.
The study synthesizes findings from multi-regional samples across North America and Southeast Asia, illustrating how family environments shape learners’ engagement, metacognition, and adaptability. By connecting parental influence with instructional variables, Ms. Dejeron bridges home-school dynamics within the broader equity agenda established in NMAREF.
In addition, her earlier publication, “Stressors, Coping Strategies, Support, and Job Satisfaction of Special Education Teachers in the New Normal Setup” (PANTAO International Journal of the Humanities and Social Sciences, 2025), examines the lived experiences of special education teachers navigating the challenges of post-pandemic instruction. The study reveals that despite heightened stress caused by increased workloads and blurred home–work boundaries, many educators maintained high levels of job satisfaction when supported by strong administrative leadership and collegial collaboration. Ms. Dejeron highlights how institutional policy, teacher autonomy, and emotional support networks can mitigate burnout and sustain morale, which is essential to ensuring instructional quality and continuity.
Together, these two research contributions expand the equity discourse from the classroom to the human dimensions that sustain it. Ms. Dejeron’s integrative insight reframes education as a shared ecosystem, where teacher well-being, family engagement, and systemic policy intersect to produce enduring academic and social outcomes. These publications extend her influence beyond institutional reform to the micro-environments and professional conditions that ultimately shape student success.
Responding to an Educational Crossroads
Data from the National Assessment of Educational Progress (NAEP) indicate a seven-point decline in mathematics performance among nine-year-olds and an eight-point drop for eighth-graders, the most significant declines in the test’s history. According to the Education Recovery Scorecard, recovery in high-poverty districts has lagged dramatically behind that of affluent systems.
Ms. Dejeron’s research and frameworks directly confront these realities. NMAREF provides the macro-policy scaffolding, Bridging the Gap supplies the procedural roadmap, and Parenting Styles and Students’ Academic Performance contextualizes learning within the socio-emotional sphere. Together, they form a holistic blueprint for academic recovery grounded in structural reform and human development.
From Classroom Expertise to National Policy Leadership
As a Mathematics Intervention Specialist at Waukegan High School, Ms. Dejeron brings over twelve years of cross-cultural teaching and leadership experience spanning Illinois and the Philippines. She holds a Master of Arts in Special Education from Pacific Intercontinental College and a Bachelor of Secondary Education in Mathematics (Cum Laude) from Aklan State University, in addition to her Illinois Professional Educator License (Grades 9–12 Mathematics) and level 3 certification in Alberta, Canada.
At Waukegan, she leads district initiatives integrating data-driven instruction, trauma-informed practices, and diversity, equity, and inclusion (DEI) frameworks. Her efforts have strengthened professional learning communities, advanced formative assessment literacy, and increased access to rigorous coursework for multilingual learners and students with disabilities.
Her professional portfolio encompasses Title IX compliance, Universal Design for Learning (UDL) certification, and microcredentialing in instructional coaching, reflecting a commitment to inclusive and accountable leadership.
The NMAREF: Redefining Recovery Through Equity
NMAREF posits that recovery is inseparable from justice. Its three pillars—diagnostics, data, and diversity—create a scalable model for national alignment:
- Standardized Diagnostics and Progress Dashboards: Implementing real-time data systems to monitor growth and disaggregate performance by subgroup.
- Data-Driven Instruction and Teacher Capacity Building: Using analytics to inform pedagogy and professional coaching.
- Culturally Responsive Pedagogy: Embedding inclusivity, representation, and accessibility within instructional design.
This synthesis transforms mathematics instruction into a policy-driven engine of social mobility, ensuring that each district—urban, rural, or suburban—can adapt the framework to its demographic and resource realities.
Bridging the Gap: Operationalizing Reform
In Bridging the Gap, Ms. Dejeron identifies instructional coordination as the missing infrastructure in many recovery programs. Her Instructional Coordination Model for Math Intervention (ICMMI) institutionalizes leadership roles such as Instructional Math Coordinators (IMCs) and Data Coaches, defining a career ladder for educators while improving implementation fidelity.
The model recommends state-level certification for IMCs, integration of Coordination Readiness Indicators into district planning, and strategic funding partnerships among federal agencies, philanthropic organizations, and universities. By embedding coordination into base funding and accountability frameworks, ICMMI converts reform from episodic to enduring.
A Multilayered Approach to Student Achievement
Across her four major works, Ms. Dejeron presents an interconnected framework that links research, policy, and practice into a unified vision for educational transformation. Her peer-reviewed study “Parenting Styles and Students’ Academic Performance” investigates micro-level family dynamics, revealing how parental responsiveness, structure, and emotional climate influence motivation, self-regulation, and academic resilience. Her second empirical work, “Stressors, Coping Strategies, Support, and Job Satisfaction of Special Education Teachers in the New Normal Setup,” addresses the human dimension of the teaching profession, examining how institutional support and emotional well-being affect educators’ capacity to deliver equitable instruction.
At the macro level, the National Mathematics Achievement Recovery and Equity Framework (NMAREF) defines a national blueprint for rebuilding mathematics proficiency and institutionalizing equity through policy design, data transparency, and culturally responsive pedagogy. Complementing it at the meso level, Bridging the Gap: Scalable Instructional Coordination Models for Equitable Math Intervention operationalizes reform through structured instructional leadership, coordination roles, and teacher development systems.
Together, these four works construct a continuum of educational equity that spans the home, classroom, and national policy arena. Ms. Dejeron’s integrated perspective underscores that sustainable improvement requires coherence across environments and alignment among people, processes, and policy. Her research demonstrates that when data, empathy, and leadership converge, education evolves from fragmented reform into a lasting architecture of opportunity and social progress.
A Data-Informed, Human-Centered Philosophy
While Ms. Dejeron’s frameworks are grounded in analytics, they maintain a distinctly humanistic core. She insists that data should inform, not dictate, instruction. Her leadership emphasizes trust, professional autonomy, and shared learning as the foundations of teacher motivation and student growth. Automating equity dashboards and simplifying reporting processes allows educators to redirect time toward mentoring and personalized instruction—an efficiency that enhances accountability and well-being.
“Every metric tells a story,” she explains. “Our responsibility is to interpret those stories with compassion and act with integrity.”
Recognition and Thought Leadership
Ms. Dejeron’s influence extends beyond her school district. She regularly collaborates with educational research networks, STEM equity alliances, and teacher-development coalitions to align policy innovation with classroom realities. Her regional and national symposia presentations highlight the integration of evidence-based pedagogy with socio-emotional learning frameworks.
Her peer-reviewed and policy publications have garnered attention from education ministries, non-profit organizations, and university research centers seeking scalable solutions to the post-pandemic learning crisis. Through both scholarship and practice, she exemplifies the modern educator-leader: data-literate, equity-driven, and globally conscious.
A Vision for National Renewal
Ms. Dejeron envisions mathematics recovery as a cornerstone of America’s educational renaissance. Her frameworks call for alignment among federal agencies, state departments, and local school systems to ensure that teacher development, funding mechanisms, and family engagement strategies operate in concert. Her work reframes mathematics not as a barrier to opportunity but as a pathway to empowerment.
She offers a scientifically sound and socially responsive reform model by linking evidence, empathy, and implementation. Her combined body of work- quantitative research, policy design, and leadership training presents a compelling case for re-engineering education systems around the twin principles of equity and excellence.
About Ma. Fe Dejeron, M.A.
Ma. Fe Dejeron, M.A. is a mathematics educator, instructional coordinator, and policy innovator recognized for her leadership in advancing equity-driven, evidence-based education reform. With more than a decade of international teaching and leadership experience across the United States and the Philippines, she specializes in learning recovery, instructional coordination, and inclusive pedagogy. Her work integrates research, data analytics, and professional capacity building to strengthen national efforts toward educational equity and student achievement.
Through her policy and research contributions, Ms. Dejeron has developed comprehensive frameworks that connect classroom practice with systemic reform, aligning teacher development, family engagement, and institutional accountability. Her publications demonstrate how sustainable improvement in education requires coherence across environments linking the micro level of learner and teacher experiences, the meso level of district and school coordination, and the macro level of national policy and governance.
Ms. Dejeron’s ongoing leadership reflects a deep commitment to transforming data into actionable strategies and ensuring that innovation remains anchored in empathy, equity, and evidence. Her vision positions education as a personal right and a collective responsibility where classrooms become catalysts for opportunity, inclusion, and enduring social progress.
Media Contact
Ms. Ma. Fe Dejeron welcomes opportunities to collaborate with school districts, educational leaders, professional associations, and academic institutions committed to advancing equity in mathematics education and instructional leadership. She offers customized training, keynote speaking, and capacity-building workshops focused on inclusive instructional design, evidence-based math intervention, and data-driven teacher development through her consultancy work.
For inquiries related to partnerships, collaboration, speaking engagements, or media features, please contact:
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