Discussion Questions:

1. In what ways did Mr. Escalante use classroom data (e.g., test results, observations) to shape his expectations and instructional decisions?

2. What underlying assumptions about student ability and potential were challenged through his evidence-based approach?

3. How does Escalante’s use of student performance, reflection, and feedback reflect the role of a teacher as a practitioner-researcher?

4. What does this scene suggest about the power of research-informed teaching in improving student outcomes, especially in underserved contexts?

5. How can teachers use research, not just published studies, but classroom evidence, to advocate for students and reframe deficit narratives?

6. In your view, what role should educational research play in shaping both everyday teaching and long-term school reform?

7. If you could conduct your own classroom-based research study without limitations, what topic would you explore, and why?

How does this relate to how we might approach students, data, or outcomes in our own classrooms?

What ethical responsibility does a researcher have when their findings contradict popular opinion?

In what ways did Juror #8 act like a researcher? What habits of mind did he display?

How might power dynamics between teacher and student affect a student’s willingness to share personal stories?

What safeguards should be in place to ensure students' emotional well-being when exploring traumatic experiences?