IN THIS ISSUE: 2 Anniversary Conference 2 University Expertise 2 Measuring Outcomes - Giving Voice 3 AP Recognized for “Transformative” Education 3 Grant Triggers Fundraising Initiative ALGEBRA 3 Kickoff meeting Features Organizing Strategies

PROJECT FALL 2008 4 District Wide Impact

Cohort 1 - 2006 grads from Jackson, MS Cohort 2 students reporting their PDPD: designing PD for professional developers making recommendations to DRK12 project recommendations to DRK12 of high school cohort teachers (Aug 2008) participants (Oct 2008) participants (Oct 2008)

CHARLEYNE AND DANIEL SUPPLEMENT AWARDED BY NSF FOR Two 10th graders from Edison High School, in the Liberty City neighborhood of Miami, recently COLLABORATION OF MATHEMATICIANS described their opinions of the Algebra Project in a video posted on YouTube: AND SCHOOL-BASED EDUCATORS http://www.youtube.com/watch?v=boeT69PrMRY ttention to how students learn math Charleyne: The Algebra Project tries to help kids that are not the best in math… usually in math you has been a central focus of the Alge- see the numbers, but the AP helps us behind the scenes with the words and how to really understand bra Project in classrooms for over 25 years, and what you’re doing throughout this period, the project also sought out mathematician advisors. Daniel: it prepares you for college, and for future classes you’ll be taking. As the project entered high schools, it has in- Charleyne: we do a lot of presentations because feels that it’s better for us to speak out volved more university faculty to contribute to and say what we’re learning and show what we’re learning instead of him just standing up there and the design of instructional materials that refl ect saying, “oh, yes, I’m teaching my kids this, they know this, they know that,” … it’s like a Big Brother Big the project’s pedagogy, and in working with Sister program…you know, it’s not that much people that… actually have patience with us…the Alge- its experienced AP professional development bra Project has done that …you know, everybody deserves to have a fair education no matter what specialists. area you’re from, no matter whether you go to private school, Catholic school, or, just as they call it, an “urban ghetto school.” The result is a new context for defi ning the competencies needed by those who lead pro- Daniel: the Algebra Project and YPP (Young Peoples Project) has actually got into my personal life be- fessional learning for teaching. Past research cause before that I used to be like one of the kids who used to hang out on the street and sometimes shows that the cultures of university mathemati- do bad things, but, ever since I started this project, this program has changed my life just completely, cians and school-based educators differ, pos- I’m not on the street anymore, my self-esteem is very high, I have good thoughts about myself, I’m not sibly due to their differential focus on subject a trouble maker, this is my focus right here…. matter, versus students, and the different re- ward structures for their work. The NSF recently Charleyne: and a lot of people in the project had given up on thinking about college, cause they awarded $244,000 to deepen this critical col- didn’t think they was gonna make it happen, and then when the Algebra Project and YPP got into our laboration. lives, they started saying that there is hope. This team is designing a workshop for Spring Daniel: I know I feel lucky, it’s like I fell my way into the AP. 2009 that will prepare facilitators of Summer 2009 teacher institutes. This program also incor- porates lessons learned from the project’s Train- ing of Trainers (TOT) program in the 1990s. 2

UNIVERSITY EXPERTISE MEASURING OUTCOMES GIVING VOICE World-class mathematicians and scientists are col- laborating on design of high school materials for the Fifteen years ago, there was very little education classroom. Greg Budzban (Southern Illinois Univ.); research on students in under-served populations. Ed Dubinsky (Florida International Univ.); David Hen- Although research has increasingly targeted these derson (Cornell), Staffas Broussard (Univ. of New communities, and more results are available due to Orleans); and Gary Benenson (CCNY) are design- the No Child Left Behind mandates, programs of- ing materials. In addition, Herb Clemens (Ohio State ten are measured by short-term outcomes – gains Univ.); Pete Gilmore (Northeastern); Janet Beissinger in test scores – rather than in long term, meaningful and John Baldwin (Univ. of Illinois-Chicago) are col- change in student results. laborating with the Young People’s Project, who will provide out-of-school programs that are considered In contrast, the bottom line for the Algebra Project essential for student success. Deborah Ball and has always been long-term effects on students’ mo- colleagues from Univ. of Michigan, who are nation- tivation, participation in the community, and aca- ally known experts on the mathematical knowledge demic achievement. This requires that students be needed specifi cally for effective math teaching, are tracked for more than three years. Under the new collaborating with Nell Cobb of DePaul Univ. and a NSF grant, students in four sites that have never be- group of the project’s teaching specialists. Dr. Ball fore been associated with the Algebra Project will also served on the President’s National Math Panel be tracked from Grade 9 into college, noting not YPP staff with advisors: Herb that developed recommendations for the future of only their academic achievement, but also to give Clemens (OSU), Pete Gilmore mathematics education in the USA. voice to their attitudes and reasons for participation. (Northeastern), John Baldwin Student attitudes—and how to change them—have (UIC), Janet Beissinger (UIC) In collaboration with teachers, teams are designing also been the subject of intense debate in past re- experiential classroom materials for Algebra (seven search. Ours will feature collaboration between Al- modules currently being piloted, including several gebra Project evaluators and YPP staff, to insure that contexts for learning functions, integers, matrices, students’ views are captured with accuracy and in polynomials, probability and statistics), Geometry, detail. The grant will be evaluated for its potential to ANNIVERSARY CONFERENCE Trigonometry, Discrete Mathematics, Classical Func- create in cohort students: tions and other concepts. This sequence will pre- The Algebra Project and Jackson State University pare students not only to pass mandated tests, but positive attitudes toward math and confi dence in co-hosted a national conference, “Raising the Floor: also to take college-level mathematics courses. The their own mathematical thinking; Quality Public School as a Civil Right,” July 24-27, modules are accompanied by teacher-designed 2008 at JSU with 25 plenary and concurrent work- a desire and capacity to engage in deep guides. On an Algebra Project Wiki, teachers will mathematical thinking about various concepts; shops for more than 200 participants from around be able to customize the modules, add comments the country. JSU President Dr. Ronald Mason and to the guides, share adaptations, and disseminate a willingness to demand engagement from their Director of Accountability & Coordination Dr. Cur- customized versions. peers, and to take responsibility for the classroom tis Johnson and his staff were instrumental in this environment; successful gathering, which included sessions ad- an insistence on support from adults, including dressing education policy, instructional materials teachers, parents, administrators and development, community & site development, ex- government offi cials. perientially-based mathematics education peda- gogy, integration of the arts in mathematics, and Acceleration, not remediation our Cohorts initiative. The Algebra Project advocates an enriched math- We were fortunate to have renowned Civil Rights ematics curriculum that explores key concepts in Movement historian present her Celebration at Petersburg VA Sr. depth, and prepares students for college math- fi lm, “Intolerable Burden,” which documents how, Teacher Academy Open House ematics. Research shows that too many US students in 1965, the Smith family children integrated an all pass their state tests and graduate from high school, white public school district in Drew, MS. In short the but place into remedial mathematics in college. fi lm illustrated both the current and historical need Community colleges, state universities, and even for strategies that address the root causes of ineq- private colleges, are fl ooded with unprepared stu- uity in education and opportunity in the USA for all dents. students. Lanier High School Cohort at Jackson State Univ. The Algebra Project collaborating mathematicians With the assistance of Alfonso C. White of Action are familiar with this situation, and committed to Communication and Education Reform, and the changing it. The fundamental goal for instruction is Mass Communications department of JSU, segments The Algebra Project Wiki of the conference were videotaped. We aim to pre- to prepare students NOT ONLY TO SUCCEED ON pare clips for our website to share outcomes. Many The Algebra Project uses strategies for face-to- STATE TESTS AND THE ACT or SAT, BUT TO PLACE of the sessions were designed by our partners QECR face local and regional organizing that origi- OUT OF REMEDIAL MATH COURSES ONCE THEY and YPP, as well as volunteer presenters ranging nated in the of the 60s. ARRIVE IN COLLEGE. In other words, the project from student groups in Chicago and the Baltimore intends to prepare students well enough that math- As part of this new grant, it will also develop Algebra Project, graduate students from Austin, and ematics is not an obstacle to their chosen major or strategies using on-line technologies for col- Dr. of the Veterans of Hope Project career. at Iliff School of Theology in Denver CO. laborative development of classroom materi- als including input by teachers and students, Raynard Sanders of Innovative Community Systems, formative evaluation, research and later dis- MAKE AN IMPACT TODAY together with Dave Dennis, Doris Williams, and Jere- semination. anne King Johnson of AP Community & Site Devel- GO TO WWW.ALGEBRA.ORG TO opment, facilitated a special session on reversing Boston-based technologist Darcy Prather, na- the crisis in public education in New Orleans. MAKE AN ONLINE CONTRIBUTION tionally known publisher Steve Rasmussen of The conference was made possible with the gener- Key Curriculum Press in Emeryville, CA, and the The Algebra Project, Inc. is a 501 (c)(3) nonprofi t ous support of the Willow Springs Foundation, the Tides CK12 Foundation of Palo Alto, CA, are advising organization. Your contribution today is tax Foundation-Community Investments Fund, the Poss this effort. deductible to the extent allowed by law. Family, the Ford Foundation, registrants and donors. 3

GRANT TRIGGERS FUND-RAISING ALGEBRA PROJECT RECOGNIZED FOR INITIATIVE POTENTIAL TO “TRANSFORM” EDUCATION

Strategic allocation of the NSF funding is designed The National Science Foundation has again rec- to stimulate both national level and local sites to ognized the Algebra Project, this time in a pro- raise the additional funds needed for success. gram for research that “lays the foundation for Half of the award funding ($400,000 per year) will transformation of preK-12 educational institutions be divided among four test sites—Los Angeles, CA; and those who work within them.” Only 17% of Mansfi eld, OH; Southern Ill., and; Southeastern, proposals were funded in the nation-wide, peer- MI—to support their locally designed programs reviewed competition. The grant will enable the for student support, and documentation of their project to refi ne and test its high school “cohort implementation, and of impact on students. The model” to improve mathematics literacy among other half goes to the Algebra Project’s national students who are not being reached by existing level programs to develop three more years of methods. high school materials, enhance teachers’ devel- opment and professional community, as well as for The Algebra Project’s past success in middle school research and evaluation. Algebra Project students and high school pilot classrooms positioned it well live in the poorest communities in the nation, and for this award. With this grant, the project holds it- their schools are performing in the lowest quartile self accountable to radically transform the lives of on state or national standardized tests. Success additional students who have yet to be reached with this program requires the Algebra Project sites by education reforms, and to stimulate the interest and national level to double the funding provided of educators across the nation in this model. by the National Science Foundation.

Walking the fl agway…

GOAL: To refi ne and test the high school cohort model in 4 new sites. GOAL FOR NATIONAL IMPACT: To demonstrate how students who enter high school performing in the lowest national quartile in mathematics can be prepared for college mathematics.

COHORT MODEL CORE FEATURES - • students take math together for four years (gr 9-12), in • daily 90-minute periods, using • Algebra Project materials, and participate in • locally developed & designed after-school and summer institutes for math and language arts.

Additional recommended cohort features include building a culture of peer community, leveraging High school math literacy workers facilitating activities for younger students KICKOFF MEETING FEATURES accelerated out-of-school and summer sessions, and utilizing technology to foster interaction among sites. ORGANIZING STRATEGIES PARTICIPATING COHORTS SITES - The project held a kickoff meeting • R&D sites (begin Fall 2008) October 8-12 in Los Angeles host- Lanier High School, Jackson, MS (Cohort 1 graduated ‘06, Cohort 3 now in Grade 11) ed by experienced national and Edison High School, Liberty City, Miami (Cohort 2 now in Grade 11), regional organizers from the Indus- trial Areas Foundation and One coordinated with the CUEI-Florida Int’l. Univ. LA. The Southeastern IAF affi liates • Test sites (begin Summer 2009) follow the organizing philosophy Southern IL (with Southern Illinois Univ.) based on Chicago-based orga- Detroit/Ypsilanti (with U Michigan’s College of Education) nizing work of the late Saul Alinsky, and are led by Ernesto Cortes, Jr. Mansfi eld, OH (with the Ohio State Univ.) Bob Moses sought to align the work Los Angeles (with One-LA/Industrial Areas Foundation) of the AP with One LA, as part of an • Additional cohort sites are in development… effort to build broader coalitions to reach more communities around the country. One LA-IAF turned out more than 75 individuals from the LA schools, universities and local political leaders, as well as repre- sentatives of new Cohort sites and Algebra Project programs.

Bob Moses with Student in San Francisco (Sept 2008) 4

DISTRICT-WIDE IMPACT: PETERSBURG VA STAY TUNED!

The Algebra Project’s initiative with the Petersburg City Public Schools is expanding. Teachers’ embrace of the project Our next newsletter will feature news from New was indicated by a 150% increase in attendance in a 2-week Summer 2008 Oliver Hill, Sr. Teacher Academy facilitated Orleans, Petersburg VA, Summerton, SC, San by veteran AP PD specialists Merletth Harris and Jessie Cooper-Gibbs. Organized under the direction of AP Community Francisco, Miami, Mansfi eld OH and other sites. Development specialists Dave Dennis and Doris Williams, with Gwendolyn Price of PCPS, participants included K-12 See www.algebra.org for more stories! teachers, administrators and community members. The effort is bolstered by support of local government and business, as well as Virginia State Univ. and the community, with a generous, multi-year grant from the Cameron Foundation. Comments by teachers at the end of the two week teacher institute, August 2008: The Algebra Project was awesome. The facilitators provided a great opportunity in making each participant MISSION OF THE ALGEBRA PROJECT exercise their abilities. It was a pleasure to meet many of the teachers and to see what was going on in other The Algebra Project uses mathematics as schools of our great community. The style of presenting this program was great. It was built upon a trip of the historical buildings of Petersburg. The trip led a foundation of all the core subjects that are taught in our school an organizing tool to ensure quality public system. What a marvelous project!! school education for every child in America. Algebra Project is really a vehicle for me to improve professionally. I learned a lot that will surely help me Algebra Project is really a when I go back to the classroom come September. vehicle for me to BOARD OF DIRECTORS, THE ALGEBRA PROJECT INC. Camaraderie developed also is superb. And the food! LaDon James, Chairwoman Thanks a lot for the opportunity to attend this seminar improve professionally Khari Milner, Vice Chairperson - I learned and enjoyed a lot! Margaret Burnham, Secretary I think this workshop was very effective. It makes teaching more refreshing when you can approach a problem B.J. Walker in different ways therefore catering to the needs of individual students. This was a high point of the seminar. Our Danny Glover instructors are great and doing a wonderful job. Jean Entine I am grateful to the Petersburg City Public Schools for the opportunity to participate in the Algebra Project. Al- Tony Butler though, I’m in the science fi eld, I learned a lot, and it seems that the topics are purely math, but the approaches, Robert P. Moses, President, methodologies, processes, are all applicable to scientifi c process. I wish I could participate in the future because (& Eminent Scholar, CUEI-FIU) I’m learning a lot of good insights & skills that a beginning teacher needs to better serve the students for ultimate academic achievement. Thanks to the excellent trainers. EX OFFICIO: Alvin Poussaint, Rudy Lombard, Ceasar McDowell, Vida Gaynor, Dr. James Anderson

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