Professor Steven Hahn is a professor of history at New York University. A prolific writer, he has published numerous books, and has contributed to The Nation, Dissent, and The New York Times, among others. He is the recipient of the Pulitzer Prize, the Bancroft Prize, and the Merle Curti Prize for his Nation Under Our Feet: Black Political Struggles in the Rural South from Slavery to the Great Migration.

Historian Donald Yacovone is an Associate of Harvard University’s Hutchins Center for African and African-American Research. He is the author or editor of nine books, and, along with Professor Henry Louis Gates, Jr., recipient of the N.A.A.C.P. IMAGE Award for The African Americans: Many Rivers to Cross. He is the author of “Teaching White Supremacy: America’s Democratic Ordeal and the Forging of our National Identity.”

Founder of the Ida B Wells Just Data Lab at Princeton University, Professor Benjamin is a 2024 MacArthur Fellow and a Stowe Prize awardee for “Viral Justice.” She is also the author of “Race after Technology,” “People’s Science,” and “Imagination, A Manifesto.”

Noliwe Rooks is University Professor and chair of the Africana Studies Department at Brown University. Professor Rooks is the author of “Cutting School: Privatization, Segregation and the End of Public Education,” “A Passionate Mind in Relentless Pursuit: The Vision of Mary McLeod Bethune,” and “INTEGRATED: How American Schools Failed Black Children”

Rachel Barkow is the Charles Seligson Professor of Law and Faculty Director of the Zimroth Center on the Administration of Criminal Law at NYU School of Law. She was a member of the US Sentencing Commission. She is the author of “Prisoners of Politics: Breaking the Cycle of Mass Incarceration,” and “Justice Abandoned: How the Supreme Court Ignored the Constitution and Enabled Mass Incarceration."

Dr. Darity, a foremost expert on Reparations and the racial wealth gap understands the history, construction and maintenance costs, budgeted out of state/taxpayer coffers, of our growing carceral enterprise. He leads us along the money trail—from the loophole in the 13th amendment to the coffers of companies that in 2025 pay incarcerated workers little or nothing—to help us see what is hidden in plain sight: slavery by another name.

As a life-long learner, James has been able to refine his leadership skills through his work with youth. Starting in the South End neighborhood of Boston, James has mentored, engaged, and supported a number of youth between the ages of 12-24 focusing on leadership and community development. After joining the HTC, James began fostering relationships with the Boston University community, specifically working on strategies to permeate the ethos and philosophy of the Rev. Dr. Howard Thurman across the Boston University campus. James is driven by the restorative and social justice practices he has learned throughout his professional experience and the impactful sermons, meditations, and words of Rev. Dr. Howard Thurman.
James is dedicated to engaging communities through holistic support and fostering areas of care and compassion. James is a passionate sports enthusiast and enjoys spending time outdoors.

​Benjamin (Ben) Moynihan is Executive Director of the Algebra Project, Inc. Ben joined the project in 1992, fostering collaborations among mathematicians, math educators, and researchers, and gathering input from students, teachers, school system administrators, parents, and community organizations. His work in these diverse contexts builds on a BA in non-Western music at Dartmouth College (1987), Ed.M. in educational technology from Harvard Graduate School of Education (1999), training in group facilitation under Hay Group, Boston, and experiences in West Africa, Europe, and the U.S. He also is co-developer of the Algebra Project’s African Drums & Ratios Curriculum materials for late elementary grades (1992-2000).
Moynihan worked closely with Algebra Project Founder and late President Bob Moses for 29 years. Moses used the organizing approaches he and COFO colleagues learned in the Mississippi Theatre of the 1960s Civil Rights Movement to inform effective strategies for mathematics instruction in underserved public schools so that all students can graduate from high school prepared for college and career mathematics studies. The Algebra Project team continues Moses’ work today with school communities around the country. The Algebra Project collaborates with students, teachers, schools and communities, and is launching a 10-year Math Makes Movement (M3) national math literacy campaign.

​Maisha Moses is the Executive Director of The Young People’s Project, where her work focuses on broadening the participation of groups underrepresented in science, mathematics, engineering, and technology. She holds a master of science degree in mathematics, and has worked with The Algebra Project and The Young People’s Project in various capacities since 1991. From 1991 – 1995 she worked for the Algebra Project in Oakland CA with the math department of a local junior high school, where she provided classroom support for students and teachers, instructional guidance in the use of the AP Transition Curriculum, and helped to lead efforts to establish an Algebra for all policy in the school. In 1993 she began training and coaching teachers in AP schools across the country in the use of the Transition Curriculum, which led to becoming certified as a national trainer for the AP, becoming co-Coordinator of the AP National Training of Trainers Program, and involved training trainers and developing a competency model for Teachers and Trainers (the AP Model of Excellence). In 1997 she began supporting the development of YPP math literacy workers by applying the training principles from the AP to the challenge of developing a training program for peer instructional leaders in YPP, for the purpose of developing young people from our constituent population, who are equipped with the skills and competencies to facilitate experiential learning activities in mathematics for their younger peers. In 2003 she began doing this work as a YPP employee, and from 2005 – 2010 focused on formalizing the training model and developing a YPP trainer training program through work supported by NSF/ISE (award # 0515589), producing a formal 2-week training institute, training materials, and an ongoing development and certification process for trainers.