Ida B. Wells Community Academy
An Introduction to Educational Quality
semper novi quid ex Africa!
"Everything new always comes out of Africa!" — Pliny
The Ida B. Wells Community Academy's Educational Mission
The Ida B. Wells Community Academy (“the Academy”)
opened in August 1999 as an independent, nonsectarian and public Community
School. The Academy is currently located at 670 Wooster Avenue, Akron,
Ohio 44307-1868 (Call: 330.376.4915 or FAX: 330.376.4912).
Its mission is to educate young people (K to 6; eventually it will enroll
students in grades K to 12) in a holistic educational program that is personalized,
problem-posing and problem-solving, centered in the humanities, natural
sciences, language arts, social studies (civics), the arts and African
and world culture studies. This mission emphasizes passing standard proficiency
tests and reuniting traditional subject areas and learning activities so
that students are better able to understand the relationship of one subject
area to another and education to their present and future lives.
Who Will the Ida B. Wells Community Academy
The Academy was chartered by the Ohio Department
of Education and established in Akron, Ohio, in association with the Task
Force for Quality Education and a consortium of Akron based community organizations.
It is designed to serve low-income and medium income African American,
White, Native American, Latin American and Asian students residing within
the Akron metropolitan area. Moreover, the Academy addresses its curriculum
and educational services also to the needs of under achieving and under
represented youths eligible to attend the Akron Public Schools. Recently,
passage of HB 282 affords the Academy the possibility of enrolling students
through an "Interdistrict Transfer Program" who reside outside the Akron
School District. Admission is FREE. Busing is to be provided by the
Akron Public School District. Interdistrict transfer students will
be transported. Their parents will have to arrange for their transportion.
The Academy's decision to maintain a low 15:1
student to teacher ratio will strengthen its efforts to increase these
students educational performance while at the same time diversifying educational
content. The Academy's intent is to eventually serve students from Kindergarten
to High School. In its first year, which began in August 1999, the Academy
enrolled only students in kindergarten through the 2nd grade, adding on
average one grade per year during its initial five years in operation.
In 2000-2001 the Academy will add a 3rd grade. The number of students the
Academy can serve is limited to 90 students. When these places are unfilled,
students will be selected for admission by lot. Interested parents should,
therefore, register the children as soon as possible.
The number of students by year and grade level the Ida B. Wells Community
Academy can serve currently is limited.
| Year One
||Kindergarten, 1st, 2nd
| Year Two
||Kindergarten, 1st, 2nd, 3rd
| Year Three
||Kindergarten, 1st, 2nd, 3rd, 4th
| Year Four
||Kindergarten, 1st, 2nd, 3rd, 4th, 5th
| Year Five
||Kindergarten, 1st, 2nd, 3rd, 4th, 5th, 6th
Enrollment preference will be given to continuing Academy students and
their siblings. As stated above, other students will be accepted by lottery,
provided space is available.
Why Should Parents Enroll their Children in the Ida B. Wells Community
The Academy's personalized educational program, curricular structure
and delivery system are major program elements. The Academy's emphasis
on high academic expectations, moral and social responsibility, and increased
proficiency test ratings will help influence parents to enroll their child(ren).
Furthermore, the Academy involves parents in meaningful activities throughout
the Academy's start-up and operational phases. These activities include
teaching, administrative and governance functions, and committee assignments
of various sorts, e.g., discipline, curriculum, admission, and faculty
The Ida B. Wells Community Academy's Educational Program and Goals
The Academy provides an education that is nurturing, intellectually
stimulating and intended to imbue in its students a mutual respect for
learning proficiency, competence and for the attainment of knowledge of
their history, culture, traditions and values. Students will learn to appreciate
themselves, their fellow students, their families, and their community.
Most importantly, the Academy seeks to establish a learning community and
environment that is supported by a curriculum that relies on the learners'
experiences at home, in their neighborhood, and in the society. It is structured
to produce measurable performance outcomes in reading, writing, mathematics,
social studies and the natural sciences. The Academy promotes learning
activities based on individual student interests and needs and allows students
to grow at their own pace and enhance their own achievement expectations.
Frequently the Academy will assess itself and report to parents how the
overall curricular program and educational process is progressing as well
as how well students are performing based on national, state and city norms.
The Academy regularly assesses teacher performance, learning obstacles,
student rights and responsibilities, student government and parental and
The Ida B. Wells Community Academy's Educational Philosophy and Operational
The Academy's educational philosophy emphasizes a program structure
and instructional design with these essential ingredients and more:
The Academy's instructional philosophy and program structure are open ended
so that it can maintain curricular and operational flexibility. The Academy's
curricular focus follows the standard school curriculum with one noteworthy
exception: The Academy infuses into its curriculum an emphasis on Africa,
African America and the world. This element is vital to the correct education
of its enrollees. A review of the Academy's educational philosophy and
curricular plan reveals that we approach education from a quality perspective
that agrees with Carter G. Woodson's caution in his The Mis-education
of the Negro (1933):
A required 6-week Summer Education Program that extends the academic
year from 180 to 210 days to enhance the students’ learning
Small classes (a 15 to 1 student-teacher ratio) that are interdisciplinary
and culturally integrative; these classes are designed to increase at all
grade levels the amount students learn;
Team-teaching emphasis that stresses, where appropriate, using parents,
interns, student teachers, retired teachers, and professionals as part-time
Individualized instruction, learning through doing (an active vs. passive
Meeting students where they are culturally, socially and academically and
then moving them to higher educational levels;
Self learning projects that are student or teacher initiated and conducted
first in-school and later, based on student maturity, assigned as out-of-school
A “unidisciplinary” or holistic model that allows students to experience
how one set of basic skills directly relates to other basic skills, i.e.,
reading to mathematics, geography to social sciences, mathematics to science,
culture to history, and how all these relate to being educated in general.
"The element of race does not enter here. It is merely a matter
of exercising common sense in approaching people through their environment
in order to deal with conditions as they are rather than as you would like
to see them or imagine that they are. There may be a difference in method
of attack, but the principle remains the same. . . . History does not furnish
a case of the elevation of a people by ignoring the thought and aspirations
of the people thus served."
Most children (and most educated Americans regardless of race) have not
been properly exposed to the history, culture and aspirations of the African
in America, the largest non-white racial group in the United States. This
group's history, culture, languages, traditions and contributions to American
civilization have been most neglected in school curricula from kindergarten
to the PhD. The Academy is designed to correct this inequity by infusing
curricular diversity that will not exclude learning about other ethnic
or racial groups, particularly Native Americans, Latin Americans and Asians.
All Americans must learn to live, work and understand each other. This
need has been evident, although ignored, since the inception of the nation.
It is the purpose of the Academy to offer a well-balanced education where
academic skills are taught along with mutual respect and cooperation. In
this way we undergird our efforts to keep the American experiment alive.
For More Information, Call: 330.376.4915 or
Send e-Mail to: Academy@Concentric.net
Visit the Academy’s Web Site at: http://hierographics.org/AcademyIndex.html
or Write to:
Perkins B. Pringle, Principal
Angela M. Anderson, Business Manager
Dr. Edward W. Crosby, Superintendent
The Ida B. Wells Community Academy
670 Wooster Avenue
Akron, Ohio 44307-1868
We Are An Equal Education and Employment Opportunity Institution