Holzendorf Urban Partnership Award

Meet the Recipients

Jason Merkison

With more than two decades of leadership experience in education, Jason Merkison has dedicated his career to championing the needs of students with disabilities while fostering pedagogical excellence for diverse student populations. Currently serving as the Director of Exceptional Education and Student Services (EE/SS) for Duval County Public Schools, he leads a team of five district region supervisors, providing strategic oversight and support to schools, low-incidence programs, and related services. His role encompasses IDEA compliance, process improvement, grant acquisition, and developing strategies for continual growth and success.

Merkison’s decision to pursue an Ed.D. in Curriculum and Instruction builds on a master’s in educational leadership and a decade of experience refining curriculum design and data-driven instruction. “Over the past decade, I have developed a strong passion for exploring curriculum design, data-driven instruction, and their direct impact on student outcomes and school growth,” he explained. “Pursuing a focus in Curriculum and Instruction not only allows me to deepen this work but also enhances my credibility and marketability as an education professional.”

For him, receiving the Holzendorf Urban Partnership Award represents much more than financial support. “Pursuing a Doctorate has been a long-held dream of mine, but as a seasoned professional balancing a demanding career, community service, and a son beginning his own college journey, I had nearly set that dream aside. This award has not only lifted the financial barrier but has reignited my belief that it is never too late to invest in growth and pursue ambitious goals. It has opened a door I thought was closed, and for that, I am deeply honored and grateful.”

Merkison’s journey in education began as a Mental Health Therapist contracted with the Department of Juvenile Justice, where he quickly learned that building relationships was the foundation of meaningful change. He recalls one former client who, years later, surprised him at a restaurant where the young man was managing. “He paid for our meal and told me I was the only one who believed in him when others had written him off,” Merkison shared. That student went on to own his own restaurant chain and raise a family—an outcome that continues to fuel Jason’s commitment to uplifting students others might underestimate.

Beyond his professional work, Merkison finds joy in creative and restorative outlets. He plays piano and the Hammond organ, often gravitating toward spiritual and jazz music, and spends his free time restoring classic cars. These pursuits, much like his leadership style, reflect patience, creativity, and a deep appreciation for growth and transformation.

Looking ahead, Merkison hopes to leverage his research and leadership to influence systemic change across schools and districts, creating environments where all students—regardless of background or ability—can succeed. He sums up his philosophy with a favorite quote: “Students don’t care how much you know until they know how much you care.” — John C. Maxwell

Cassandra Ridge

A high school special education teacher with more than a decade of classroom experience, Cassandra Ridge has dedicated her career to supporting students with sensory and cognitive disabilities, including those who are Deaf or hard of hearing, blind or visually impaired and those with intellectual disabilities. Currently serving in Duval County Public Schools, she has taught for 11 years and recently earned her master’s degree in special education from the University of Florida before beginning her Ed.D. in Curriculum and Instruction at UNF.

Outside the classroom, Ridge describes herself as someone who thrives on staying active—whether through CrossFit, road cycling or cheering on her favorite sports teams. She’s also a proud aunt, a twin sister, and a lifelong learner who values growth, balance and meaningful connections.

Her decision to pursue a doctorate was fueled by a deep recognition of the gaps in how curriculum addresses students with the most severe disabilities and diverse cultural needs. “Educators in K–12 schools are given a curriculum and asked to teach the given standards. However, through my observations and personal experience, educators are not often taught how to teach those standards to students with the most severe disabilities,” she explained. Building on consistent feedback that her differentiated instruction is a model for others, she hopes to design curriculum and professional development that better equips educators nationwide.

For Ridge, receiving the HUP Award is both affirming and motivating. “Being the recipient of this award reminds me that I am engaged in purposeful and meaningful work. It recognizes the daily effort my students and I put forth—acknowledged by those beyond our classroom—and that is truly powerful. This award also provides me with the opportunity to continue pursuing higher education at UNF, further expanding my knowledge and skills so I can continue making a difference in the classroom and in the lives of my students.”

Her journey has already created transformative change for her students and interns alike. She recalls one particularly moving success story involving a young student who had recently immigrated from Venezuela with limited English skills and significant learning challenges. Despite the barriers, the student thrived in her classroom through differentiated instruction and consistent support. Over time, the student not only adapted but flourished—gaining independence and confidence that her professors and mentors later remarked upon. “Sometimes we get so wrapped up and close to the work we are doing, it can be difficult to step back and see how much growth has taken place,” she reflected.

Looking ahead, Ridge hopes her research and leadership will help other educators create classrooms where every student, regardless of background or ability, has the chance to succeed. She sums up her philosophy with a favorite quote: “Educating the mind without educating the heart is no education at all.”