The Cal State East Bay Summer Algebra Academies consist of several elements that have been assembled during the inaugural year in 2008. Our strategy of community engagement is to create a village of support for students involving parents, teachers, churches, and community organizations. Partners selected included local churches who could help recruit and offer classroom space. Most students were asked by their parents to participate and there was no attempt to differentiate students by academic ability. A consultant was hired to train and supervise instructors, develop program goals, objectives, and outcomes, and devise academic assesment and evaluation plans. A pre- and post-testing schedule was set up that included pre-algebra and algebra readiness tests. The curriculum was customized to include structured instruction of concepts, interactive instruction, tutoring, daily review, and a quiz. Parents and students were administred surveys to evaluate the program.
As a part of this commitment, Cal State East Bay will scale up its existing program in both size and scope by expanding to 12 groups reaching 300 students per year. Cal State East Bay intends to strenthen this program in several ways in 2009-2011that will forge a tighter connection between the acquisition of early math skills and eventual college enrollment. Student progress will be tracked by following up with teachers and parents to find out which math classes they take in high school and how well they do. In addition, mentoring and tutoring will be offered to give students support and feedback. Teachers who have attended Cal State East Bay professional development workshops in mathematics will be recruited to teach in the algebra academies. Weekly field trips will be offered during the five week academies to several nearby national laboratories that include NASA-AMES, Lawrence Livermore, and the Chabot Space Center. These trips are designed to arouse curiosity and interest in careers in science-based fields. Finally, academy students will be invited to attend Cal State East Bay's annual African American Education Summit that is designed to inform parents and students about how to gain admission to college and apply for financial aid.
In a 1999 study, the U. S. Department of Education found that students who take higher level mathematics and science courses are more likely to attend and complete college. Competence in math also leads to higher employability and earnings. African American students face major challenges in improving their academic performance in mathematics in Alameda County, which impedes their education and employability. For example, kidsdata.org reported that in 2008 only 9% of African American students in Alameda County scored proficient or higher on the Algebra 1 CST compared to 53% Asian, 31% White, and 13% Hispanic. In 2007, only 29% African American students took college preparatory courses compared to 67% Asian and 53% White. The high school dropout rate for African Americans in Alameda County in 2007 exceeded all other racial or ethnic groups at over 33% compared to almost 8% White and 23% Hispanic. Weak preparation in high school translates into very low college enrollment rates. In 2005-2006, for example, only 6% of over 417,000 students enrolled in the Calfornia State University System were African American. Black students were awarded only 4.6% of the undergraduate degrees and 4.9% of graduate degrees.
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 U. S. Department of Education (1997). Math Equals Opportunity. Washington, D. C.
 California State University, Chancellor's Office, (2009). Graduate and Undergraduate Degrees Granted by Ethnicity, 2005-2006.
February 2009-June 2009: Secure consultant for program development that will include curriculum development, instructor training, promotion, recruitment, coordination with program delivery sites, and completion of a parent-student handbook. Recruit middle school and high school teachers who have taken Cal State East Bay professional development workshops in mathematics to mentor or be instructors.
March 2009: Class of 2008 academy grads and parents invited to Afircan American Education Summit to learn about what courses to take in high school to be eligible to apply to college, how to apply for financial aid, and learn about the academic support services they will be offered once they are admitted.
July 2009-August 2009: Pre-Algebra and Algebra instruction for 7th-9th grade students for five weeks, four days a week at three hours per day with field trips on three Fridays.
August 2009-September 2009: Conduct academic assessment comparing pre- and post-test results; conduct evaluation and conduct parent and student surveys; prepare final report.
October 2009-December 2009: Follow up with parents and teachers to determine which math classes the academy student is taking and their academic performance.
January 2009-May 2010: Mentoring and tutoring.
March 2010: Class of 2009 academy grads and parents invited to African American Education Summit to learn about what courses to take in high school to be eligible to apply to college, how to apply for financial aid, and learn about the academic support services they will be offered once they are admitted.
[Workplan sequence is repeated for 2010-2011]