National Organization
National History
“I Have a Dream” projects are based on a successful model which began in 1981 when a wealthy, New York businessman, Eugene Lang “adopted” the entire sixth grade class, during a keynote speech, at his Harlem alma mater, PS 121. Quite impulsively, he promised these children--who were considered low income, “at risk” and had an expected graduation rate of 25%, financial assistance for college if they graduated from high school. He soon realized that in addition to financial help, they would need academic assistance and mentoring to fulfill their dreams. He hired a full time Project Coordinator and enlisted a local community based organization to provide support and comprehensive services to his group for the next 6 years. By 1987, Mr. Lang had raised his Dreamers’ high school graduation rate from 25% to 90% -- with 60% going on to higher education! Inspired by his success, Mr. Lang created the “I Have a Dream” Foundation to encourage the proliferation of this model nationwide. Since then, almost 200 "I Have A Dream" programs have operated in 27 states, Washington, D.C., and New Zealand, together serving over 15,000 Dreamers.
Success Rate
In its over 25 years of operation, IHAD has helped over 15,000 Dreamers reach their academic goals and has raised high school graduation rates of their Dreamers across the country:
Measurable Effects of “I Have a Dream” Projects across the U.S.
Six studies measured high school graduation rates against either a control group or a baseline average for the district. In every case, Dreamer rates were significantly higher, more than double the average in two cases. Four studies examined the number of Dreamers who attended college or other postsecondary institutions and found exceptionally high rates of attendance in every case. Three studies found significant improvements in grades and /or test scores among 3-12 grade Dreamers. “I Have a Dream” programs have had positive effects on student’s attendance record across the country. In virtually every Project, both quantitative and qualitative measures of Dreamers’ aspirations show higher aspirations and more positive attitudes about school, life, and their future. Three studies offered important perspectives on teens’ relationships with their peers. All concluded that Dreamers were better able to resist negative peer pressure, to support one another, and to serve as role models. Two studies showed that “I have a Dream” buffers the effects of an “alarming number” of traumatic life events among its students, helping them maintain or increase academic achievement and well-being over time. A study in Portland found a dramatic drop in the number of times male Dreamers were referred to the juvenile justice system. A study in Portland examined the costs and benefits to society of Dreamers’ improved life outlooks, estimating that if only eight Dreamers graduate from high school who otherwise would not, the economic benefits of their increased earnings would equal or exceed the million-dollar cost of the project.
Visit the I Have A Dream Foundation web site
“I Have a Dream” projects are based on a successful model which began in 1981 when a wealthy, New York businessman, Eugene Lang “adopted” the entire sixth grade class, during a keynote speech, at his Harlem alma mater, PS 121. Quite impulsively, he promised these children--who were considered low income, “at risk” and had an expected graduation rate of 25%, financial assistance for college if they graduated from high school. He soon realized that in addition to financial help, they would need academic assistance and mentoring to fulfill their dreams. He hired a full time Project Coordinator and enlisted a local community based organization to provide support and comprehensive services to his group for the next 6 years. By 1987, Mr. Lang had raised his Dreamers’ high school graduation rate from 25% to 90% -- with 60% going on to higher education! Inspired by his success, Mr. Lang created the “I Have a Dream” Foundation to encourage the proliferation of this model nationwide. Since then, almost 200 "I Have A Dream" programs have operated in 27 states, Washington, D.C., and New Zealand, together serving over 15,000 Dreamers.
Success Rate
In its over 25 years of operation, IHAD has helped over 15,000 Dreamers reach their academic goals and has raised high school graduation rates of their Dreamers across the country:
| "I Have A Dream" Project | % Earned Diploma/GED | % Graduates Going to College |
|---|---|---|
| West Oakland, CA | 74 | 72 |
| Washington, DC | 93.5 | 60 |
| Delray Beach, FL | 100 | 90 |
| Portland, OR (Class 4) | 86 | 61 |
| Portland, OR (Class 5) | 86 | 57 |
| Vancouver, WA | 75 | 75 |
| New York, NY (Chelsea-Elliott) | 80 | 68 |
| New York, NY (Ravenswood) | 75 | 57.3 |
Measurable Effects of “I Have a Dream” Projects across the U.S.
Six studies measured high school graduation rates against either a control group or a baseline average for the district. In every case, Dreamer rates were significantly higher, more than double the average in two cases. Four studies examined the number of Dreamers who attended college or other postsecondary institutions and found exceptionally high rates of attendance in every case. Three studies found significant improvements in grades and /or test scores among 3-12 grade Dreamers. “I Have a Dream” programs have had positive effects on student’s attendance record across the country. In virtually every Project, both quantitative and qualitative measures of Dreamers’ aspirations show higher aspirations and more positive attitudes about school, life, and their future. Three studies offered important perspectives on teens’ relationships with their peers. All concluded that Dreamers were better able to resist negative peer pressure, to support one another, and to serve as role models. Two studies showed that “I have a Dream” buffers the effects of an “alarming number” of traumatic life events among its students, helping them maintain or increase academic achievement and well-being over time. A study in Portland found a dramatic drop in the number of times male Dreamers were referred to the juvenile justice system. A study in Portland examined the costs and benefits to society of Dreamers’ improved life outlooks, estimating that if only eight Dreamers graduate from high school who otherwise would not, the economic benefits of their increased earnings would equal or exceed the million-dollar cost of the project.
Visit the I Have A Dream Foundation web site