Evaluation results indicate participation in Dreamline to be associated with positive academic outcomes and increased engagement in learning environments. *

Results indicate

    • Increases in passing grades (particularly noticeable for Black participants)
    • Black and Hispanic participants as seen by the increases in the number of A grades earned from quarter 1 to quarter 4 for Black participants and decrease in failing grades from quarter 1 to quarter 4 for Hispanic participants
    • Participant attendance was positively correlated with mentoring and academic support; much stronger correlations were seen as the intervention hours increased.
    • Academic outcome results are supported by participant self-reporting strong agreement to indicators of engagement in the learning environment.


*Results reflect school year 2015-2016

Academic Achievement:

“When I became a Dreamline Coach in October, a 9th Grader at Tech was failing three classes because of his avoidance techniques. [He was] off-task and caused other to be off-task… His attendance was fair to poor. My first day in the classroom was to observe my target students and meet teachers. This student was gone the first day in Language Arts. The next day he was a huge distraction and causing trouble with some liquid. At this point, I introduced myself and took the liquid away from him.


[Overtime] he began to trust me and rely on the ideas I gave him. I walked him through homework, attendance and behavior. Today, the student reprimands me when I am not in his class and is happy to talk about his grades. Tech is three weeks into the new trimester and he is off to an amazing start. He has one missing assignment and his grades are B’s and C’s.”

-Dreamline Coach at Tech

School Culture:

“As I was sitting in a class for one of my target students, another student in [Dreamline] was having a hard time with the teacher and started to have a back and forth dialogue. I tried to tell the student not to let what was said bother him. […] After the teacher had finished his lecture, the student went to turn in his work. The teacher talked to him about what had happened. The student came back to me and stated ‘I feel bad.’ He felt bad for making the teacher feel bad and did not expect that would happen. [I] explained to him that even though [the teacher] is an adult, we still have feelings and words can affect everyone. The student then wanted to [apologize] to the teacher. [I] asked if the student needed [me] to go with him and he said [he did.] [We] went over to the teacher together and the student apologized and they came to an understanding. The student hasn’t had any other issues with the teacher so far. This is relevant to Dreamline goals because we [bridged] a gap between [the] student and [teacher’s] relationship [by] the student [realizing] [another person’s perspective.]”

-Dreamline Coach at South

Professional Development Pathways:

“I’m working on how I could get [a] teacher's license in the near future. [Through Dreamline,]  I refresh my memory about the most relevant subjects. I participate [in] all the available professional training opportunities […] and I’m planning to enroll [in] […] classes that I need in order to achieve my Individual Professional Development Goals.”

-Dreamline Coach at Tech