A Dream Deferred 2012: The Future of African American EducationThe Future of African American Education

April 27, 2012 Los Angeles, CA

Celebrating the Congress of Federated Organizations (COFO) - 1962

Dr. Jeanne Middleton-Hairston, National DirectorMs. Shaquite Pegues, Ella Baker Trainer CoordinatorMs. Korla Collins, Ella Baker TrainerM R bi S ll S M f C i l d Di t CDF SCMs. Robin Sally, Sr. Manager for Curriculum and Director, CDF-SCDr. Eric Mayes, National Deputy Director

“I Can Make a Difference!”

Key Program ComponentsKey Program Components

1. High Quality Literacy Enrichment2. Intergenerational Leadership Development3 P r nt nd F mil In l m nt3. Parent and Family Involvement4. Civic Engagement and Social Action5. Health, Mental Health and Nutrition

C i B d

Faith Groups

Community Based Organizations

School Partnerships

Institutions of Higher Learning Municipalities

CDF Freedom Schools is aCDF Freedom Schools is a literacy program. We are servant leaders who love to read. We are dedicated to helping children fall in lovededicated to helping children fall in love books and the ideas in books! We model our behavior after the courageous ones on whose shoulders we standwhose shoulders we stand.

REAL INDIVIDUALS WHO MADE A DIFFERENCE

REAL ISSUES CHILDREN AND YOUTH FACE

CDF Freedom Schools® programs serve all hild i l i d k di i i llchildren, are inclusive, and seek diversity in all

initiatives. All children and advocates for hild l h i h i ichildren are welcome, no matter their ethnicity,

race, socioeconomic status, gender, i li l li i lexceptionality, language, religion, sexual

orientation, or geographic origin.

“…you and I and all of us better wait and see what new form this old monster [slavery] will assume, in

h t ki thi ld k ill ”what new skin this old snake will come.” F. Douglass, American Anti-Slavery Society, 1865.

In 39 states, black students are more than twice as likely to be labeled as

Schools with the highest percentages of

than twice as likely to be labeled as mentally retarded as white students.

Schools with the highest percentages of minority and low-income students are more likely to employ beginning teachers, teachers who have less education andteachers who have less education, and teachers who teach subjects in which they are not certified or in which they did not major in college.ajo co ege

One thing is clear: The only thing our nation will guarantee every child is a detention or prison cell after he or she gets into trouble.p g

The Cradle to Prison Pipeline

• Modeled after the intergenerational servant leadership approach used during the Mississippi Freedom Summer Project of 1964; non-violent conflict resolution featured.Project of 1964; non violent conflict resolution featured.

• Reborn as literacy and cultural enrichment program to boost children’s motivation to read learn and achievechildren s motivation to read, learn and achieve.

• “Parallel institutions” - complementary learning support.

• First summer program sites were in Bennettsville, SC and Kansas City, MO.

• After-school model implemented post-Katrina in MS and LA to serve displacedand affected families.

BCCC meeting at the Rockefeller Foundation in Bellagio, Italy, 1990.

1964 Mississippi Freedom Summer Project voter registration and freedom schools

food – clothing – health services economic empowerment

Mississippi Council of Federated Organizations (COFO)Student Nonviolent Coordinating Committee (SNCC) Congress of Racial Equality (CORE)Congress of Racial Equality (CORE)National Association /Advancement of Colored People (NAACP)Southern Christian Leadership Council (SCLC)

•local people working with college students •3,000+ children enrolled•adult literacy classes•MS Freedom Democratic Party

Until the killing of black men –black mothers’ sons, is as important as the killing of white

hit th ’ hmen – white mothers’ sons, we who believe in freedom cannot rest until this happens.” Ella Baker 1964

Andrew Goodman

J ChJames Chaney

Michael Schwerner

Mt. Zion Methodist ChurchPhiladelphia MississippiPhiladelphia, Mississippi

June 21, 1964

1967 trial deadlocked onconspiracy to violate civil

rights; not until 1999 did MSbring murder charges;

Edgar Ray Killen

bring murder charges; June 21, 2005 found guilty

on 3 counts – 41 years later.

“You are never too young to fight for what you believe in. You can stand up for yourselves and your communities. You come from a proud legacy of struggle. It was young people like you, members of SNCC and many younger children, that challenged the entrenched white power structure and faced daily risk of arrest, injury, or death….Nothing is more important to us than our freedom and justice.” Marian Wright Edelman

1863 Emancipation Proclamation–1619 First Africans sold as indentured servants1619 First Africans sold as indentured servants 244 years under slavery

1964 Civil Rights Act–1863101 f Ji C S ti101 years of Jim Crow Segregation

20122012– 1964

48 years to address inequities

HARAMBEE!HARAMBEE!HARAMBEE!HARAMBEE!HarambeeHarambee isis aa SwahiliSwahili wordword thatthat meansmeans ““let’slet’s pullpull togethertogether..”” ToTo ensureensure thatthateveryevery childchild hashas aa fairfair start,start, thethe Children’sChildren’s DefenseDefense FundFund FreedomFreedom SchoolsSchoolsprogramprogram startsstarts thethe dayday withwith informalinformal sharingsharing whenwhen children,children, staff,staff, parents,parents, andandprogramprogram startsstarts thethe dayday withwith informalinformal sharingsharing whenwhen children,children, staff,staff, parents,parents, andandmembersmembers ofof thethe communitycommunity comecome togethertogether toto celebratecelebrate themselvesthemselves andand othersothers..

HARAMBEE! COMPONENTS

•Read Aloud

•Motivational Song

•Cheers/Chants

•Recognitions

•Moment of Silence

•Announcements

CDF FCDF FREEDOMREEDOM SSCHOOLSCHOOLS®®

DDAILYAILY SSCHEDULECHEDULE

OTHER HIGHLIGHTSOTHER HIGHLIGHTSOTHER HIGHLIGHTSOTHER HIGHLIGHTS

Parental/Family/Community Parental/Family/Community InvolvementInvolvement

Weekly Parent MeetingsWeekly Parent Meetings

Social Action ProjectsSocial Action Projects

FinaleFinale

I CAN MAKE A DIFFERENCE!

Program Theme andand

Student Levels

Program Theme: I CAN MAKE A DIFFERENCE…

Weekly Sub-themes Week One – In My SelfW k T I M F ilWeek Two – In My FamilyWeek Three – In My CommunityWeek Four – In My CountryWeek Five – In the WorldWeek Six – With Hope, Education, and Action

Student LevelsLevels I-IV

INTEGRATED READINGCURRICULUMCURRICULUM

KEY FEATURES•Guided by Bloom’s Taxonomy of Educational Objectives

•Literature based•Literature based

•Common Core State Standards

•Focus skill of the day – Performance based outcome

•10:1 Student/Servant Leader Intern ratio

•Personal library and site library

•No “Round Robin” reading

MAJOR COMPONENTS OF LESSON PLANSLESSON PLANS

BookAuthorFocus Skill of the Day Performance Based OutcomeFocus Skill of the Day – Performance Based OutcomeCommon Core State StandardsMaterialsOpening Activity (15 minutes)Main Activity

& (30 )levels I & II (30 minutes)levels III & IV (45 minutes)

Cooperative Group ActivitiesCooperative Group Activitieslevels I & II (1 hour, 15 minutes)levels III & IV (1 hour)( )

Conflict Resolution or Social Action Activity (20 minutes)Closing Activity (10 minutes)

Pr r m O t mPr r m O t mProgram OutcomesProgram Outcomes

The CDF Freedom Schools® program has a strong track record nationally in staunching summer learning loss, boosting reading comprehension and

i i Bl k d L i l i h hi f irecruiting more Black and Latino males into the teaching profession.

An independent evaluation of Kansas City Freedom Schools by Philliber Associates for the Kauffman Foundation in 2008 found that students in the 1st – 8th

grade increased an average grade equivalent of two months during the summer and gained each year they participated. Reading scores for students who g y y p p gparticipated three summers increased an average of 2.2 grade levels.

A 2010 evaluation by the University of North Carolina at Charlotte found thatA 2010 evaluation by the University of North Carolina at Charlotte found that CDF Freedom Schools programs in Charlotte, North Carolina and Bennettsville, South Carolina staunched summer learning loss for 90% of children with significant reading gains for 60% Third fourth and fifth grade students gained asignificant reading gains for 60%. Third, fourth and fifth grade students gained a grade level increase in reading comprehension over the course of the summer as measured by the Basic Reading Inventory 10th Edition.

Pr r m O t mPr r m O t mProgram OutcomesProgram Outcomes

Only 8% of public school teachers today are Black and 7% are Latino and less than 4% are Black or Latino

l At ti h illi t h ill timales. At a time when one million teachers will retire over the next three to four years, we have an opportunity to influence public education and childopportunity to influence public education and child outcomes in a major way.

Secretary Duncan has called CDF Freedom Schoolsamong the “most inspiring and memorable” of the h d d f h h i it d ti id Hhundreds of programs he has visited nationwide. He met with Black and male interns at Freedom Schoolssites in New Orleans and Jackson MS who havesites in New Orleans and Jackson, MS who have become teachers and administrators as a result of their participation in Freedom Schools.

Something Inside So StrongSomething Inside So Strong

Q & AQ & A