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 Security in Nassau, Bahamas

Contact:  Angel Harris (SSRI)

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.