This Summer, as part of my Laidlaw Leadership in Action project (LiA), I had the opportunity to work with the Rhode Island Department of Education (RIDE). My decision was driven by a deep curiosity about the U.S. education system. Having not grown up or attended high school in the U.S., I have always been curious to understand how educational policies are crafted, how schools are funded, and how systemic change is enacted at the state level. At RIDE, I worked on a K-12 Postsecondary Pathways project that was part of RIDE’s participation in the Launch Years Initiative from the Dana Center. This initiative focused on enhancing math pathways from high school through to university. Under the guidance of the Associate Chief of Staff for Instructional Programs and in close collaboration with the Executive Associate for State Strategy and Student Opportunity, I conducted research that examined math admissions requirements across 15 universities that enroll 75% of Rhode Island high school graduates who pursue higher education.

The goal of my project was to investigate and learn about the math admissions requirements as well as specific requirements for admissions into STEM programs. Furthermore the goal was to also provide RIDE with data-driven recommendations on how math learning can be enhanced for high school students, particularly in preparation for STEM studies.  After conducting a comprehensive landscape analysis, I presented my findings to the RIDE team, proposing targeted improvements to enhance students’ math experiences in high school. These findings are expected to shape future policies that align secondary math education more closely with college admissions requirements, potentially impacting thousands of Rhode Island students.

Throughout the project, my understanding of leadership, particularly curiosity, empathy, teamwork, and resilience was both challenged and deepened. Engaging with various stakeholders, participating in co-planning meetings, and providing logistical support for state-level initiatives allowed me to see firsthand the complexities of educational policy-making. I learned the importance of being adaptable, listening to diverse perspectives, and working collaboratively to achieve common goals. Observing leadership meetings, I noted how effective leaders navigate disagreements and listen attentively to each other, reinforcing that clear communication is an essential skill. I was also reminded that patience is key, especially in policy work where meaningful change often takes time.

Overall, this experience expanded my perspective on the U.S. education system and strengthened my commitment to driving positive change in education. I look forward to applying these insights in my studies and discussions at Brown and beyond.