Where do I start?
Friday 4/15 I went for a recording with Frank-Ski. He was super kind enough to let me on his show (pre-recorded of course) to get the word out about the competition. This is probably going to overcome any paradigmatic issues I've been having. For the longest, the ideas have been in my head, but execution has been slow. When I finally rounded up enough volunteers to be deployed to the centers by 3/21, I was alerted to the fact that the centers would not permit us to volunteer without criminal background checks. While this make sense, this is odd because the city has known about this initiative for a while. So--I transported volunteers from Spelman College---whom I adore so, so much!) to the Atlanta Police Department ID Unitso that they could get their background checks. But then the alternator in my car broke!!! Now I have been temporarily without a car, and have been slow in taking the documents to the centers. So that has been a challenge, but I refuse to give up! Then I started a new job, which was a necessity being as though I had been looking for a job for quite some time now. While I have more money to front for the initiative (more like pour into, because this is my baby), I actually have less time. But thank goodness for volunteers! I cannot reiterate how helpful volunteers are in this effort to create a celebration of math education. I recently found a volunteer assistant from Spelman College. Spelmanites have been most helpful in getting things done!!! I'm only sad because they will be leaving for summer break in about two weeks! then what? Well it turns out the Suntex Corporation allowed me to use their First in Math online gaming system for free.So students can practice the math problems online during their afterschool time, and without their coaches. But...I still want coaches...particularly Spelman students :( So I'm having a second recruitment wave for volunteers now.
Other progress--I was on 1380 am WAOK on the Rob Redding show last Wednesday. That was awesome. The very next day I get an email from the owner of a small restaurant who wants to make a contribution. One blessing after another.
Last Wedsneday I went to the community forum for the gearing up of the Obama campaign and met several people who are interested in the initiative. I practically begged the chairman of Atlanta Life Financial for a donation, though I didn't quite receive the reception that I had been hoping for.
Then--I run into the Mayor himself, and telling him about the competition for the 4th time. He's a busy man, so I know it's hard for him to keep up with every little detail that everyone tells him. but I think this was the perfect reinforcement. he actually listened to me, and it seemed that for a good 30 seconds I had his undivided attention.Do you know how many people elbow others to get that kind of attention?? LOL
More progress--in-kind donations from Barnes and Noble and Six Flags. Need many, many, many more.
Jovita Moore from Channel 2 news agreed to announce the math mission of the week.
Ran into Mayor Franklin in the store the other day. While we never really talked a great deal about what she could do for the compeittion, her words were encouraging.
I am going to miss by volunteers a great deal, even though most of them will not have spent very much time in their centers.
Monday, April 18, 2011
Tuesday, March 15, 2011
Neighborhood Mathematica Spring 2011
Neighborhood Mathematica is taking off again--this time with more volunteers, sponsorship, and more centers and students.
I am happy to announce that the competition has received a grant from DoSomething.org, a national nonprofit headquaretered in NYC that supports community service projects implemented by youth. Neighborood Mathematica has received the prestigious Seed Grant, which will go far in garnering the much needed recognition and support from the business and nonprofit communities.
Another one of Neighborhood Mathematica's sponsors is Mercedes Benz of Atlanta, which is formerly known as Baranco Automotive. A special tanks is due to this organization for their monetary and moral support of this amazing project.
Progress update: Volunteer math coaches are to be deployed to the recreation centers the week of 3/21 and will work with students in grades 2-8
I am happy to announce that the competition has received a grant from DoSomething.org, a national nonprofit headquaretered in NYC that supports community service projects implemented by youth. Neighborood Mathematica has received the prestigious Seed Grant, which will go far in garnering the much needed recognition and support from the business and nonprofit communities.
Another one of Neighborhood Mathematica's sponsors is Mercedes Benz of Atlanta, which is formerly known as Baranco Automotive. A special tanks is due to this organization for their monetary and moral support of this amazing project.
Progress update: Volunteer math coaches are to be deployed to the recreation centers the week of 3/21 and will work with students in grades 2-8
Monday, December 13, 2010
First Ever Atlanta Neighborhood Math Competition!
The Atlanta Neighborhood Math Competition Fall 2010 took place on December 8, 2010 at Adamsville Recreation Center. Students in grades 3-8 demonstrated the many math skills and concepts they have learned in school and during five weeks of coaching in preparation for this event.
The competition was divided into oral quiz and written quiz portions. Students in grades 3-5 participated in the competitional portion of the event while students in grades 6-8 from Streetsmart took the noncompetition written quizzes only. Below are the results. For each round, two teams from different recreation centers went against each other.
Oral Quiz
3rd grade: Adamsville
4th grade Dunbar
5th grade:Adamsville
Written quiz
3rd grade Adamsville
4th grade Morningside
The most enjoyable aspect of putting this competition together was by far working with students in the preparation phase. I believe Megan Cream, another math coach who is also a Ph.D student at Emory, will agree with this sentiment. Coaching students was both fun and fulfilling; Seeing a student gain proficiency in a skill such as long division, and be able to successfully apply what they learned is really what this event is all about. The core mission behind the competition is to help develop a love of math, an appreciation for healthy competition, and pride in where students are from. Above all, the event was created to help create a CULTURE of education in communities. After the results were announced, Adamsville students showed their pride with the chant "A-D-V! A-D-V!" Teachers and rec center staff members all agreed that the students thoroughly enjoyed themselves and are looking forward to the next competition. I can definitely say the same.
What could have been better
We could have benefitted a great deal from more volunteer math coaches to deploy to the other newly-opened recreation centers. Also, because of lack of funds and time there were no prizes. While the students did not seem to mind, I would like for participants to be able to take home a reminder of their hardwork. In the meantime I am applying for grants for the upcoming competition, but would love to be in touch with anyone who is interested in supporting this event through donations of funds, prizes for students, or time as a volunteer.
Thanks to all who helped make this happen. Special thanks to the City of Atlanta for giving me the opportunity to make an idea become reality. More thanks to the students who did their part--the most important part!
Monday, November 22, 2010
Give the Gift of Competitiveness through Education: Essential2Life Education Culture Scholars Project
As you may have heard, I am working with Atlanta Tutors and Essential2Life Urban Youth Solutions to provide inner-city students with quality one-on-one SAT prep and foreign language tutoring. Select students--all of whom are juniors at Douglass High School in Atlanta--have been hand-picked to receive supplemental education so as to enhance their student profiles and competitiveness in the college application process.
The reality is that these students need one-on-one tutoring to score in a competitive range when they take the SAT next year. High quality tutoring is expensive, but often less expensive than SAT prep courses. Atlanta Tutors, a local tutoring service that is known for superior quality in teaching and raising scores, has been generous enough to offer their services at a discount for these select Douglass students. Today I am challenging each of my family members and friends to buy at least one hour of SAT or foreign language tutorials for these high school students. Tutorials with some of the most qualified, experienced, and effective tutors in Atlanta are $50/hour. The goal for each student is to have ten weeks of classes, two hours per week. That's $1000 for 20 hours, but compare that with $2599 for the same amount of time with Kaplan or $2400 with Princeton Review. If you are going to give this holiday season, please give to the effort to not only help close the achievement gap by producing competitive college applicants, but to also develop a class of nationally competitive juniors among Atlanta's own.
How you can help
You can help these students improve their chances of getting into college with the purchase of an hour or more of tutoring on the Atlanta Tutors website. Please put "Eseential2Life" in the student name field so that the credit will be applied to this project. You can also send a check to Atlanta Tutors - P.O. Box 450442 Atlanta, GA 31145-9998 - 678.412.5457. Per request of the donor, student progress reports will be provided to show how together, we can ensure that our students achieve.
Also, if you have any new or used SAT books or foreign language (Spanish or French) learning materials, please notify me at cultureofeducation@gmail.com
Essential2Life
The organization seeks to achieve its vision by continually and responsibly stewarding their mission "to create life-change for urban youth through mentoring and educational/career opportunity programs."
Essential2Life works directly with families in the public housing communities of Atlanta-a city that comprises a disproportionate 43% of the region's poor. Since its inception, E2L has created mentoring and educational opportunities for over 10,000 youth. It is E2L's goal to help at-risk youth "be more".
Through "15" a leadership program, students are offered a 3 year opportunity to be taught that leadership skills, so they can be a positive voice for their peers and pursue a life of purpose and distinction.
Stay tuned for this project's progress!
Wednesday, November 10, 2010
We have the right to remain behind: The implication for blaming culture, not money, for the racial achievement gap
Yesterday's NYT's article "Proficiency of Black Students is Found to be Far Lower Than Expected" highlighted a very important fact concerning the racial achievement gap: Money does not matter as much as we have always figured (Although it still matters a great deal). While there are real equity, noncultural issues such as school choice, the article pointed to parental practice and hinted at general culture as explanations for the 26 percentage points difference between reading proficiency rates of Black and White fourth-grade males. Reading this article and its reference to the cultural variable, while causing great alarm, inspires hope that people will begin to see the academic achievement gap not just as a money, political, or school issue, but also as an issue of culture. It shows that if we acknowledge a cultural shortcoming as a real factor alongside other factors like monies for school choice, we actually stand a chance of closing the achievement gap.
So with this "novel" idea, what can the government really do that it already has not? Policy makers are befuddled because culture--a questionable frontier for the realm of education policy-- is at the heart of the problem and the solution. Not only does pointing the finger at culture sound a lot like putting the blame on those most adversely affected, it is much easier to say to the American people that it is only a matter of streaming money into districts, schools and households than it is to point to cultural issues as a key variable. The former has no immediate promising soundbite solution to hold people off for a while before things fall back to a subpar equilibrium. In short, examining the cultural factor is often viewed as a politically incorrect move. How much can Washington, State, or City policy change our culture--our collective paradigm of education, the way we relate to each other concerning academic achievement, the way we spend our household disposable income, among other choices of prioritization? Furthermore, it is often the extent to which a policy is able to hold folks accountable that determines the degree of effectiveness. If there is an education-culture policy, what teeth will it have to keep it from being mere suggestion and propaganda of a loud yet ineffective public service campaign? How can education policy effectively confront various subcultures that are at odds with academic achievement?
A professor once said to me, "You can't make people change their culture with policies." She was pretty sure that policy and culture in that context were oil and water because of the legal implications and what it would look like to most people. Also, the American people are quick to attempt to defang that which denies us the ability to determine who we are or how we prioritize and allocate resources. Look at the American Revolution, the Civil War, or the formation of the Tea Party.
The thing is, I don't believe any of us truly want to be what we are becoming. Ostensibly it seems un-American for the government to become too involved in the private affairs of a household. But what if those private affairs work to the detriment of America as a whole? Is that not un-American? Is it still pro-American when we are self-determined to be slackers lagging behind in school, on the job, and in the world economy? While running the risk of sounding like I support authoritarianism in America, the goal is to point out that if we want to close the academic achievement gap we must pay close attention to those cultural variables that take effect behind closed doors. Whether or not there is a truly viable way for the government to do that remains to be seen. As this point we, individual community members, must take action to ensure that we put the necessary pressure on ourselves and others in our community to close this gap. We must assume our individual and collective responsibilities.
What is the solution?
Perhaps my professor was correct in suggesting that policies and culture just don't mix. Perhaps we must go through the back door so that, when achievement gap money is available we can maximize the efficiency of its use. While it is true that the problem of racial academic achievement disparity is quite complex, people fail to realize that the solution begins with one simple decision. Even though there are various factors contributing to the academic achievement gap, including SES, we--all Americans, but especially minorities who are most adversely affected by the academic achievement gap--must have zero tolerance for failure. Zero. We must throw fits, refocus, and show not only others, but ourselves, that it's all or nothing. Once we get that in our minds, in the minds of our next door neighbors, in the minds of students in failing schools and also failing homes, the academic achievement gap stands a greater chance of being closed. In short, we must have an American education cultural revolution of sorts.
If you are in the Atlanta area and have 2 hours of free time per week, please sign up to volunteer for the first Atlanta Neighborhood Math Competition. Email cultureofeducation@gmail.com
So with this "novel" idea, what can the government really do that it already has not? Policy makers are befuddled because culture--a questionable frontier for the realm of education policy-- is at the heart of the problem and the solution. Not only does pointing the finger at culture sound a lot like putting the blame on those most adversely affected, it is much easier to say to the American people that it is only a matter of streaming money into districts, schools and households than it is to point to cultural issues as a key variable. The former has no immediate promising soundbite solution to hold people off for a while before things fall back to a subpar equilibrium. In short, examining the cultural factor is often viewed as a politically incorrect move. How much can Washington, State, or City policy change our culture--our collective paradigm of education, the way we relate to each other concerning academic achievement, the way we spend our household disposable income, among other choices of prioritization? Furthermore, it is often the extent to which a policy is able to hold folks accountable that determines the degree of effectiveness. If there is an education-culture policy, what teeth will it have to keep it from being mere suggestion and propaganda of a loud yet ineffective public service campaign? How can education policy effectively confront various subcultures that are at odds with academic achievement?
A professor once said to me, "You can't make people change their culture with policies." She was pretty sure that policy and culture in that context were oil and water because of the legal implications and what it would look like to most people. Also, the American people are quick to attempt to defang that which denies us the ability to determine who we are or how we prioritize and allocate resources. Look at the American Revolution, the Civil War, or the formation of the Tea Party.
The thing is, I don't believe any of us truly want to be what we are becoming. Ostensibly it seems un-American for the government to become too involved in the private affairs of a household. But what if those private affairs work to the detriment of America as a whole? Is that not un-American? Is it still pro-American when we are self-determined to be slackers lagging behind in school, on the job, and in the world economy? While running the risk of sounding like I support authoritarianism in America, the goal is to point out that if we want to close the academic achievement gap we must pay close attention to those cultural variables that take effect behind closed doors. Whether or not there is a truly viable way for the government to do that remains to be seen. As this point we, individual community members, must take action to ensure that we put the necessary pressure on ourselves and others in our community to close this gap. We must assume our individual and collective responsibilities.
What is the solution?
Perhaps my professor was correct in suggesting that policies and culture just don't mix. Perhaps we must go through the back door so that, when achievement gap money is available we can maximize the efficiency of its use. While it is true that the problem of racial academic achievement disparity is quite complex, people fail to realize that the solution begins with one simple decision. Even though there are various factors contributing to the academic achievement gap, including SES, we--all Americans, but especially minorities who are most adversely affected by the academic achievement gap--must have zero tolerance for failure. Zero. We must throw fits, refocus, and show not only others, but ourselves, that it's all or nothing. Once we get that in our minds, in the minds of our next door neighbors, in the minds of students in failing schools and also failing homes, the academic achievement gap stands a greater chance of being closed. In short, we must have an American education cultural revolution of sorts.
If you are in the Atlanta area and have 2 hours of free time per week, please sign up to volunteer for the first Atlanta Neighborhood Math Competition. Email cultureofeducation@gmail.com
Wednesday, October 13, 2010
Atlanta Neighborhood Math Competitions
As mentioned before, the mission behind this blog is to help create a culture of education in homes and communities. Students are naturally competitive in groups, they love to win, and love to represent where they are from. Why not channel all of that into building and reinforcing math skills and starting a community tradition?
The City of Atlanta has agreed to put on the first ever Atlanta Neighborhood Math Bowls. Elementary and Middle School students will be coached in math concepts by volunteers, and different urban areas will be represented, so get excited.
We are still looking for more math coach volunteers to go out to the different Centers of Hope during the week to help students prepare. Prep sessions last from 45 minutes to a full hour between the hours of 4-5:30pm at any of the recreation centers, which are listed below. Saturday math coaching also takes place any time between 10am-4pm (start time determined by volunteer). If interested in participating as a volunteer, please email cultureofeducation@gmail.com with the following information:
Adamsville Recreation Center
3201 M.L. King Drive, SW 30331
Peyton Forrest, Adamsville, L.P. Miles, Margaret Fain, G.A. Townes, Harper - Archer
Ben Hill Recreation Center
2405 Fairburn Rd, SW 30311
Fickett , A.P. Randolph, Deerwood, Sandtown
Bessie Branham Recreation Center
2051 Delano Dr, NE 30317
Whiteford, East Lake, Burgess-Peterson Academy, Drew, Toomer
Grove Park Recreation Center
750 Frances Place, NW 30318
Grove Park, Atlanta Preparatory Academy
Morningside Recreation Center
1053 Rock Spring Rd, NE 30315
Morningside Elementary
Oakland City (Adams Park) Recreation Center
1305 Oakland Rd, SW 30310
Bunch, Cascade, Finch, Hutchinson, Continental Colony, Hamilton E. Holmes, M. Agnes Jones, Price, L. O. Kimberly
Peachtree Hills Recreation Center
308 Peachtree Hills Ave, NE 30305
E. Rivers, Garden Hills, Warren T. Jackson
Pittman Recreation Center
950 Garibaldi St, SW 30310
Gideons Elementary
Rosel Fann Recreation Center
365 Cleveland Ave, SE 30354
Cleveland Avenue, J.W. Dobbs, Heritage Academy, Humphries, Hutchinson, Crawford Long, Price, Sylvan Hills, Kipp Ways Academy, Thomasville
The City of Atlanta has agreed to put on the first ever Atlanta Neighborhood Math Bowls. Elementary and Middle School students will be coached in math concepts by volunteers, and different urban areas will be represented, so get excited.
We are still looking for more math coach volunteers to go out to the different Centers of Hope during the week to help students prepare. Prep sessions last from 45 minutes to a full hour between the hours of 4-5:30pm at any of the recreation centers, which are listed below. Saturday math coaching also takes place any time between 10am-4pm (start time determined by volunteer). If interested in participating as a volunteer, please email cultureofeducation@gmail.com with the following information:
- Name
- School/Company
- School/Company position
- Contact Number
- Contact Email
- Location Preference 1
- Location Preference 2
- Mon-Friday day availability (one 45 min session between 4-5:30pm)
- Sat availability (please select and include time preference) 10/23, 10/30, 11/6, 11/13, 11/20
Adamsville Recreation Center
3201 M.L. King Drive, SW 30331
Peyton Forrest, Adamsville, L.P. Miles, Margaret Fain, G.A. Townes, Harper - Archer
Ben Hill Recreation Center
2405 Fairburn Rd, SW 30311
Fickett , A.P. Randolph, Deerwood, Sandtown
Bessie Branham Recreation Center
2051 Delano Dr, NE 30317
Whiteford, East Lake, Burgess-Peterson Academy, Drew, Toomer
Grove Park Recreation Center
750 Frances Place, NW 30318
Grove Park, Atlanta Preparatory Academy
Morningside Recreation Center
1053 Rock Spring Rd, NE 30315
Morningside Elementary
Oakland City (Adams Park) Recreation Center
1305 Oakland Rd, SW 30310
Bunch, Cascade, Finch, Hutchinson, Continental Colony, Hamilton E. Holmes, M. Agnes Jones, Price, L. O. Kimberly
Peachtree Hills Recreation Center
308 Peachtree Hills Ave, NE 30305
E. Rivers, Garden Hills, Warren T. Jackson
Pittman Recreation Center
950 Garibaldi St, SW 30310
Gideons Elementary
Rosel Fann Recreation Center
365 Cleveland Ave, SE 30354
Cleveland Avenue, J.W. Dobbs, Heritage Academy, Humphries, Hutchinson, Crawford Long, Price, Sylvan Hills, Kipp Ways Academy, Thomasville
Monday, October 4, 2010
Aligned Missions: Bill Gates' Get Schooled Campaign
As a junior in college I and many others felt strongly that we needed a national campaign to correct the destructive paradigms which harm our ability to advance academically. Today, over two and a half years later, this vision is beginning to manifest!
Get Schooled is a national campaign funded by the Bill and Melinda Gates Foundation. It is a resource for teachers, students, parents, EVERYONE and seeks to motivate with its national tour. Celebrities will entertain crowds of students and inspire them to be better at doing their part in this education revolution. But will they inspire lasting change? A different culture? A different set of household priorities? Different parental attitudes? I don't think they're entirely off the mark, but it definitely remains to be seen. While we can all be optimistic about anything from the Bill and Melinda Gates Foundation due to their long-term commitment to education equality, inculcating education culture may require something deeper.
But The Get Schooled movement, as Gates' money would allow, is so extensive, and if there is an external organization that could help spur a new education culture, perhaps this is the one. The website and tour events provide information and resources to students, parents, and nonparent stakeholders. Need money for college? Get schooled. Need inspiration from your favorite celebrities? Get Schooled. Need funding for an initiative? Get Schooled again. I just hope this doesn't fizzle out, and that a truly new culture is being developed in the process.
Get Schooled is a national campaign funded by the Bill and Melinda Gates Foundation. It is a resource for teachers, students, parents, EVERYONE and seeks to motivate with its national tour. Celebrities will entertain crowds of students and inspire them to be better at doing their part in this education revolution. But will they inspire lasting change? A different culture? A different set of household priorities? Different parental attitudes? I don't think they're entirely off the mark, but it definitely remains to be seen. While we can all be optimistic about anything from the Bill and Melinda Gates Foundation due to their long-term commitment to education equality, inculcating education culture may require something deeper.
But The Get Schooled movement, as Gates' money would allow, is so extensive, and if there is an external organization that could help spur a new education culture, perhaps this is the one. The website and tour events provide information and resources to students, parents, and nonparent stakeholders. Need money for college? Get schooled. Need inspiration from your favorite celebrities? Get Schooled. Need funding for an initiative? Get Schooled again. I just hope this doesn't fizzle out, and that a truly new culture is being developed in the process.
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