CBAC is a six-week program that meets four days a week for 5 hours a day and provides an intense and enjoyable educational environment where students in grades 1st – 12th are challenged with proficiency appropriate math instruction and exercises. After the students have been checked in, they gather for a 45-minute morning plenary for culturally stimulated lectures and dialogue on relevant current events. They are exposed to facts, scholars and authors to increase their knowledge of African American history.
Far beyond what they have been taught in their traditional school classrooms, they are introduced to historical figures and their contributions to society. Finally, they are challenged to share their understanding of current events that affect African-American people, and how this affects their thinking, social interactions, their trajectory for success and commitment to give back. Students then report to their math classes which are assigned based on the results of several assessments (MDTP, Brigance). Once a week, we host special sessions and invite guest speakers to address topics ranging from college readiness to the benefits and experiences of living abroad, more specifically in Africa. Students are given weekly assignments, which help them understand the traditions and contributions of black people.
Each is assigned reports on a country in Africa, a black mathematician/scientist of their choosing and a report on a historically black college or university. They also learn the significance of the Nile River by building pyramids. During free time or breaks, the students can dance to music, which they find enjoyable and different from regular school and they are permitted to go outdoors to engage in more typical student activities. At the close of the day all students return to the for classrooms instruction, debriefing, announcements and dismissal. Music therapy is an important component of the camp, so students provide the entertainment for their formal culminating program and cultural banquet (students prepare a dish the best represents their family legacy).
How they are selected
It has been our desire to never turn away a child who desires to study math for six weeks. In 2011 we started with 45 students, 2012 that number doubled and this past summer we had a little over 100 students. Our goal in 2016 is a solid 150 students from start to finish. Applications are made available on the first come first serve basis. The application consists of report card submission, letter of recommendation, brief personal statement, medical and emergency forms, and statement of commitment. The student has a month, from the time the applications become available to submit via email or USPS. Based on the results of several assessments of both the MDTP and Brigance, students are selected. For middle to high school students, we expect them to test at 5th grade level or above. With a special education teacher and a resource assistant, we can even accommodate students with Individual Education Plans.
OUR VALUES and Student OUTCOMES
1. Cognitive Learning Objectives
- Increase enrollment in and successful completion of college preparatory (A-G)
- Mathematics courses by focusing on algebra readiness
- Improve readiness for 4-year colleges, including the UC and CSU systems
- A residual impact would be to increase the number of students who complete the CAHSEE by the 10th grade and pass the mathematics section.
2. Effective Learning Objectives
- Instill knowledge of the role of Africans in the development of Algebra/Mathematics
- Transmit values of learning Algebra
- Promote positive attitudes in parents and students to reinforce the importance of Algebra/Mathematics
3. Intervention Strategies
- Building on the foundational Summer Algebra Institute pilot project, the cornerstone of this project is a standards-based culturally relevant math curriculum compiled to enhance the academic performance of underserved and vulnerable students, to nurture college-going aspirations, and accelerate math skills acquisition. Intervention strategies combine psycho-social academic needs and active learning styles with a culturally relevant curriculum, which have proven to be effective “best practices” in the progressive math educational literature. At the end of the summer session, each program participant will receive an individualized academic plan, tracking performance in Algebra 1 and progress in the requisite college preparatory coursework. We also provide wrap-a-round services such as counseling and tutor referrals, dispute resolution and training in accessing educational resources such as scholarships and financial aid.