Our WORK is defined by our D.R.E.A.M.S.

Dramatic Redefinition of Education, Achievement, Merit, and Schools (DREAMS) Initiatives


The D.R.E.A.M.S. initiative is the public engagement component of REDY. It is predicated on the notion that ending disparities in achievement within American schools will require a dramatic redefinition of 1) education and how it is delivered, 2) of how achievement is measured, 3) an expansion of what is considered meritorious, and 4) a change in how schools are organized and operated.

We address these D.R.E.A.M.S. by integrating research and praxis:

Broadening STEM Participation (Office of the Vice Provost)

Contact:  Lindah Mhando

This pilot project will work with youth assigned into lower academic tracks to maintain a sense of belonging within academic settings.  The team will gather data to examine the relationship between girls' patterns of academic achievement and social inclusion.

Food Insecurity in Nassau, Bahamas

Contact:  Angel Harris (SSRI)


Nurturing for a Bright Tomorrow (NBT)

Contact:  Margaret Gayle (JAVITS)

The NBT project is the scaling up of Bright IDEA.  The team will conduct case studies that will inform public policy on effective teaching models for all students.  REDY has been awarded $1.84 million from the United States Department of Education - Jacob Javits division to study the effectiveness of the project. 

Parental Involvement International Workshop

Contact:  Jackie Terrell (REDY)

The REDY team will visit the University of Roehampton, London England; the Universite Paris Diderot, Paris France and Complutense University of Madrid, Madrid Spain to explore international collaborations on “Parents, Youth, Schools and Community”.  (November 2016)

Schooling and Parenting:  Implications for Youth Academic Identity

Contact: Kamilah Legette (BASS)

School tracking—the division of students into separate classes or groups based on perceived ability—is a major mechanism through which schools perpetuate achievement disparities in children from different racial-ethnic and socioeconomic backgrounds. Despite significant attention to tracking, there is still much that is unknown about the implications of tracking on students’ academic identification—the connection between one’s personal identity and one’s role as a student.  The team will use findings to collaborate with schooling agents ad parents to create strategies that can strengthen students' academic identity.