By Mutiu Olawuyi

MORRIS PARK, THE BRONX — Can a new approach to education help close the gap between New York’s privileged school districts and communities where too many children struggle to access the opportunities they deserve? That question took centre stage Friday as Republican gubernatorial candidate Bruce Blakeman publicly backed the STEMDUP Education Project at a press conference in Morris Park.

The October 16 event brought together Blakeman and representatives of STEMDUP Institute to promote a proposed educational approach intended to address disparities across New York State. The initiative combines science, technology, engineering and mathematics with diversity, unity and peace, an approach its advocates say could help prepare students for a changing economy while strengthening understanding across communities.

But beyond the political endorsements and campaign rhetoric, the proposal faces a defining test: turning support for educational reform into practical, measurable improvements for students.

A curriculum designed for a diverse state

Sheikh Musa Drammeh, chairman of the National Center for Health Equity and a co-founder of STEMDUP Institute, framed the initiative as an opportunity to improve educational outcomes while bringing New York’s diverse communities together.

“Education alone is the ladder to the top,” Drammeh said, arguing that academic opportunity should remain central to the state’s future.

He urged New Yorkers to look beyond political party, race and ideology when evaluating candidates, presenting Blakeman as a leader whose approach to governance could be extended to education statewide.

Drammeh also called for a curriculum that recognises New York’s diversity and equips young people to participate in innovation, entrepreneurship and economic development. STEMDUP stands for Science, Technology, Engineering, Mathematics, Diversity, Unity and Peace.

His endorsement was emphatically political. He criticised the policies of Democratic leaders, including Governor Kathy Hochul and Mayor Zohran Mamdani, and argued that New York should resist what he characterised as socialism. Those comments reflected his political views and should be distinguished from the educational objectives at the centre of the announcement.

The more immediate question for families and educators is how STEMDUP’s proposed approach would operate in classrooms and what evidence would demonstrate its effectiveness.

Blakeman calls for more interactive learning

Blakeman said New York’s education system needed to become more responsive to how children learn, arguing that conventional classroom methods and existing assessment practices do not necessarily serve every student equally well.

“We have to be more innovative in the way that we educate our children,” he said. “Kids learn different ways, and we have to have a test that meets the needs of children who learn in different ways.”

He expressed support for testing while questioning whether the existing approach to high-school examinations adequately captures students’ abilities. He also advocated interactive instruction and greater emphasis on STEM subjects, which he described as important to future economic participation.

Blakeman said he supported public schools, charter schools and religious schools, arguing that educational options give families alternatives and encourage competition.

His comments reflect a broader debate over how New York should balance academic standards, parental choice and equitable access. Any reform proposal will need to address not only how students are taught but also whether all communities have the teachers, facilities, technology and learning resources required to benefit.

SHSAT question puts equity in focus

One of the most consequential exchanges came when a reporter challenged Blakeman on the specialized high-school admissions test, known as the SHSAT, and its implications for Black and Latino students in the Bronx.

The reporter asked how maintaining the examination would benefit these students when critics argue that the admissions system contributes to racial disparities in access to the city’s most selective public high schools.

Blakeman acknowledged arguments on both sides.

“I understand both sides of that issue,” he said, adding that students should be tested but that assessments should better accommodate different learning styles.

He did not announce a specific change to the SHSAT during the press conference.

The exchange highlighted an essential consideration for STEMDUP and any proposed statewide education reform. Expanding opportunities is not enough if students facing the greatest barriers cannot access them.

A meaningful programme would need clear plans for reaching under-resourced districts, supporting teachers, accommodating students with different needs and measuring whether educational gaps are narrowing.


In an exclusive interview with Bronx Post, Eunice Ukwuani, a County Committee Member for District 58 in Brooklyn, described Blakeman’s support for STEMDUP as a significant moment for the initiative.

“I was incredibly honoured to have a Republican candidate embrace our STEMDUP Education Project,” she said.

She further argued that education should be a priority beyond party divisions, saying political leaders should be judged by their willingness to serve the public.

“At the end of the day, it is all about the people, not our political parties,” she said.

The press conference established public support for STEMDUP’s educational vision, but it did not establish that New York State had formally adopted the curriculum or that public funding had been committed.

Important details remain to be clarified: how the programme would be funded, which schools would participate, how teachers would be trained and what outcomes would determine success.

For Bronx families, the ultimate measure will not be the strength of a political endorsement. It will be whether students gain better access to effective teaching, advanced learning, technology and pathways to further education and employment.

STEMDUP’s combination of technical learning and social cohesion offers a framework its proponents believe can serve a diverse state. Its credibility, however, will depend on implementation, transparency and measurable results.

The challenge now is to turn a promise of educational opportunity into a programme that delivers it, especially for the children and communities who need it most.