Website of Rehema Gray, Ph.D.

 E-mail Address: DrRGray@aol.com

PROJECT PYRAMID

                Project PYRAMID Mantra: "If you believe, you can achieve."           

PROJECT PYRAMID

P-ROPELLING

 Y-   O U N G    A N D   

R-    E  P  O  N  S  I  B  L  E

A-  FRICAN - AMERICANS  IN

  M-A T H/S C I E N C E  M A S T E R Y  AND

I-   N   T    E    L    L    E    C    T    U    A    L

D-   E V E L O P M E N T   P  R  O  G  R  A  M

Rehema Gray, Ph.D., Principal Investigator

DuBois-Hamer Institute For African-American Achievement 

PROGRAM  OVERVIEW

PROGRAM PURPOSE:   The purpose of Project PYRAMID was to offer an Afrocentric academic empowerment and enrichment program centered around parent and student participation, and was implemented during the 2001-2002 academic year. It was a pilot study funded by the Toyota USA Foundation, and managed through the DuBois-Hamer Institute for African American Achievement (DHI) at California State University, Northridge (CSUN). This program built on the successful Saturday Academy program for high school students currently operated by DHI, and was intended to be Phase I of a multi-phase expansion of college outreach services to the middle school level. Data from Phase I comprised a culturally-based demonstration model to instruct African-American middle school students in math/science, prepare them for college admissions, and encourage them to pursue careers in these fields.   Culturally-based instructional strategies in math/science have not received the same attention as other subjects, such as language arts-- and persistently low math test scores suggest a compelling need. Therefore, the intervention strategies in this program, Propelling Young and Responsible African-Americans in Math/Science Mastery and Intellectual Development (Project PYRAMID) sought to address this critical omission. 

            The cornerstone of Project PYRAMID was the development of a demonstration model for enhancing the math/science proficiency of promising African-American middle school students through immersion in an after-school program utilizing a psychoeducational intervention strategy. This approach incorporated the affective dimensions of learning and cognitive skills development, comprising an holistic instructional process. In this model, parents were recognized as intricate partners in the learning process with their role as co-teachers and nurturers. Students were instructed by college math aides, reviewed math/science contributions by Africans and African-Americans, and exposed to educational and career opportunities in the field. Issues in learning readiness were incorporated, as well as culturally stimulating lessons in math/science skills acquisition.   

SOCIO-DEMOGRAPHIC NEED:      Project PYRAMID addressed the education policy changes in 1999, which eliminated math remediation in the California State University system, and the High School Exit Exam mandated by the California State Board of Education (beginning with 10th graders in 2002) as a requirement for high school graduation. These policy changes represent increased academic hurdles, yet there were few extended learning programs in place to assist students in overcoming these dual hurdles towards college matriculation. Moreover, these policy changes exacerbated the existing educational inequities. In the year 2000, 73% of entering African-American freshmen needed remedial math classes, in contrast with 45% of the general population requiring such support.  Increasing academic hurdles, without adding programs to overcome existing and impending barriers has serious implications for the costs to society of maintaining a prospective under-educated future population.  

PILOT STUDY DESIGN:       In this pilot study, 100 students were targeted for an intensive and interactive learning experience, with the goals of: (1) enhancing learning readiness; (2) increasing math skills proficiency; (3) and increasing science proficiency. Adjustments made during the program resulted in three sessions: (1) spring, 2001; (2) summer, 2001; (3) and fall, 2002. To account for possible dropouts, at least 50 students were targeted for outreach at the outset of each session (though we did not set enrollment limits). The intervention strategy, which incorporated both affective and cognitive aspects of learning, ultimately sought to empower students and parents to take charge of their academic aspirations and social destiny. Instructional strategies were culturally appropriate--  including psycho-social elements, active learning styles, cooperative group format-- all of which have been identified as crucial in African-American achievement studies.  Students were assessed to obtain baseline academic proficiency levels, and an individualized college preparatory plan were outlined in conjunction with the students and parents. Parents were sent monthly progress reports; and student-instructor learning assessment conferences and   recognition programs were held monthly.   

            The pilot program generated these products: (1) culturally-based math/science enrichment curriculum for African-American middle school students; (2) holistic instructional process; (3) staff training module; (4) parent/family college preparation resource guide; (5)  student college preparatory plan; (6) Drumbeat Pathways Newsletter.  

PROGRAM EVALUATION:    An in-depth evaluation of Project PYRAMID was conducted by a third-party evaluator and the principal investigator (a professional program evaluator) documented overall program functioning, and assessed the effectiveness of the intervention strategy in increasing academic proficiency. Both process and outcome evaluation approaches were used, as well as qualitative and quantitative methods.  Process evaluation was used to monitor program performance. Outcome evaluation was utilized to measure intervention impacts. Cultural infusion strategies in the evaluation design provided a relevant context for interpreting behavior modalities and statistical findings. The evaluation was conducted in a collaborative manner, in order to ensure that it was mutually beneficial to all parties. 

AFROCENTRIC ACADEMIC APPROACH: The Afrocentric academic approach was based on the infusion of the African and African-American experience into the epistemology and pedagogy.  In the pilot curriculum, Project PYRAMID addressed the bias and neglect of African contributions to math and science.  Consequently, this curriculum sought to correct this falsification of history, and add to the growing body of knowledge in the pre-college education, a study of the pivotal role of Africans in the establishment of math and science. 

“Circle of Learning” Instructional Format: The program was organized into a "circle of learning" station format, both physically and procedurally. Achievement values training lessons were used to create the journey into learning about African heritage. Students were organized into cooperative learning groups identified as Yoruba (6^th graders) and Nubians (7^th & 8^th graders). Academic and achievement values training activities were infused with cultural themes and materials, and information about African and African-American math/science contributions.  The entire class rotated clockwise.  There were four stations in the ”circle of learning.”

 Students spent 30 minutes at each station, although we could not always adhere to this schedule and had to skip station activities on certain days. After signing in and getting a snack, the first 5 minutes of the formal part of the program day was used to orient students to the planned activities and reciting the Project PYRAMID mantra (“If I believe, I can achieve.”). All work produced at each station was kept in folders for progress reviews. Parents could have obtained verbal progress updates when they picked up their children at the end of the session, but most did not inquire. Students finished the day with refreshments.  

            Project PYRAMID followed the “circle” guidelines recommended by the Maryland State Department of Education, as instructional tasks for tutors and teachers described below.  

            C-hoose content and identify tasks at each station

            I-dentify student groups to work at each station

            R-eview time, procedures and products to be developed at each station

            C-irculate from one station to another once input has been presented

            L-ook for connections between the stations (students)

            E-valuate and reflect upon student performance at each station 

Program Outcomes: The social change theory underpinning the intervention strategy of PROJECT PYRAMID specifically addresses the psycho-social and academic constructs that comprise the achievement process. Social change in PROJECT PYRAMID aimed at intervention into the learning process, in order to enhance math skills and affective feelings about educational achievement. Dysfunctional study habits and cognition patterns were targeted for transformation into productive performance required by their tutors based on the California math content standards, thus removing the institutional barriers and individual attachment or susceptibility to underachievement. An increase in grade performance level and replacement of non-productive nonproductive habits of mind was observed for all three sessions.  (See Program Evaluation for an in-depth analysis of process and outcome assessment.) 

Program Performance Assessment: Student Math Skills Acquisition

            The essential test of the viability of Project PYRAMID can be defined as its ability to improve the math/science competency of its student participants. As noted in the program proposal, "Math skills acquisition is the primary purpose of the instructional sessions, and will be the main determinant of program success." In an effort to determine the impact of the program on student math performance pre- and post test scores of participating students were assessed. A total of 115 program participants were administered a BRIGANCE Comprehensive Inventory of Basic Skills-Revised pre-test upon entering Project PYRAMID, measuring math competencies of each student at their time of program entry. Upon completion of each program session participants were administered a post-test, and results for 45 students were reported in the findings. (The BRIGANCE inventory consisted of Form A -Pre-Test and Form B-Post-Test, and protected against the confounding effects of testing artifacts.) The BRIGANCE was administered to students upon entry into and at the conclusion of Project PYRAMID sessions. The test assessed math skills and was employed by the program to indicate a student's math grade level proficiency and to inform the development of individualized lessons; it was also used to assess gains (changes) in math competency resulting from the immersion in Project PYRAMID's curriculum. It was concluded that Project PYRAMID had a positive impact on student acquisition of math (and science) skills. The basis of this conclusion is presented in the following BRIGANCE data tables. 

Table 1.   OVERALL PROJECT PYRAMID PRE-/POST-TEST MATH PERFORMANCE 

 Evaluation Observations:  It should be pointed out that these math gains occurred within a short period of time, ranging from 1 month to 3 1/2 months.  Given the short timeframe and the formative stage of the program, the improvements in math skills demonstrated that Project PYRAMID achieved its goal, and indicates greater potential for even more success if its operation is extended. (Graphed representations have also been provided as a means of further illustrating the impact of Project PYRAMID on the math competencies of the program's students.)

Figure 1

CONTRIBUTIONS TO KNOWLEDGE AND ACTION 

Closer Look at the “Circle of Learning:” Matriculation & Certification 

            The process and outcome findings suggest that the intervention strategies piloted during the first phase of Project PYRAMID were quite viable for enhancing educational achievement of African-American students. Built on the synergy between “best practices” in Black Studies and “promising practices” for extended learning programs this project creatively established a nurturing and culturally grounded learning environment, which appeared to garner positive results in a short period of time. Although the program experienced particular problems with retention, according to the literature this is an endemic issue with extended learning programs for underachieving African-American students.  

            Upon entry into the “circle of learning” students were literally taken on a journey into the discovery of self knowledge. Aligning the walls, tables, and presentation boards, this station was decorated with pictures of African and African-American role models, vibrant colors of African cloth, African games (e.g.—Mankala) and puzzles-- also Afrocentric reading materials available for perusal.  Students were called to attention and energy channeled through the Project PYRAMID mantra: “If I believe, I can achieve.” Throughout the program sessions, students took turns leading the class in the mantra and developed their own leadership styles.

Curricular lessons and student activities were conducted, therefore, in a cultural context that was designed to produce receptivity to the African centered holistic model, and to influence long range aspirations for pursuing a college education and to cultivate a commitment to the African-American community. All students who matriculated through the program were issued certificates to officially certify participation in this college preparatory experience, which can be cited as “community service” on their future college applications.

Contributions of Project PYRAMID Products 

                Structural Level                                                                                    Student Development Level

Reflective Analysis Report (Program Manual)                             PROJECT PYRAMID Curriculum

PROJECT PYRAMID Video                                                            Volume One: “Affective” Curriculum

                              PROJECT PYRAMID Powerpoint                                                   Volume Two: “Cognitive” Curriculum 

                              PROJECT PYRAMID Mousepad

              Instructional Level                                                                               Parent Involvement Level

Curriculum Training Manual.                                                         Monthly Assessment Report

PROJECT PYRAMID Drumbeat Pathways Newsletter

Future Implications of Afrocentric Holistic Instructional Model               

            Project PYRAMID has demonstrated that its Afrocentric holistic instructional model has positive future implications.  Although there are some areas that need strengthening previously discussed (e.g. parent involvement), this does not negate the viability of the model. Instead it points to the substantial potential of the model, which succeeded despite the obstacles encountered in the pilot study. It should be noted that all programs encounter unexpected obstacles, and the test of viability is whether the problem solving strategies are sufficient enough to overcome these obstacles and continue program operations. Another indicator pointing to positive future implications is the commitment of the staff, most of whom have expressed a desire to continue with the program. In addition, future implications suggest that the program would become even more effective, because there is a model with a curriculum that has proven to be effective on the target population. In other words, the substantial energy that went into developing the curriculum during the pilot study would be shifted to other program areas, like solving the retention problem. Afrocentric math and science internet resources for pre-college students were invaluable. Consequently, creating a website for disseminating and providing access to the Project PYRAMID holistic instructional model and the curriculum would be the ultimate contribution to knowledge and action.

APPENDIX

PROJECT PYRAMID CURRICULUM COMPONENTS 

The curriculum was divided into four components, corresponding to the learning stations in the “circle of learning.”  Curricular lessons were geared towards the California Mathematics Content Area Standards for middle school children.  Math lessons were organized around cooperative learning groups (i.e. Yoruba- 6^th  graders or Nubians 7^th –8^th  graders), in order to provide academic options for addressing the varied skill levels.  

PROJECT PYRAMID CURRICULUM PROFILE

N Theme: “Know Thyself”  N

f Theme: Pyramid-Building   f

= Theme: “Reach For the Stars” =

d Theme: African Marketplace d

for more information see:

Project Pyramid Drumbeat Pathways Newsletter

Project Pyramid Action Research Summary Findings

Website of Rehema Gray, Ph.D.

 E-mail Address: DrRGray@aol.com