The Ida B. Wells Community Academy

Revised Draft: November 20, 1998

Community School Developer(s):

(1) Edward W. Crosby, Ph.D., Co-Chair (6) Elbert R.B. Pringle, Esq.

(2) Emma Jean Calhoun, Co-Chair (7) Gregory Dortch, Accountant

(3) Perkins Pringle, Certified Teacher, Grades 1st to 8th (8) Robert Deitchman, Ph.D

(4) Raita Bilal, Certified Teacher, Grades 1st to 8th (9) Ronald McClendon, Ph.D.

(5) Dean Seavers, MBA, Marketing Consultant (10)

Contact Person: Edward W. Crosby, Ph.D.

Address: 437 Silver Meadows Blvd

Kent, Ohio (Portage) Ohio 44240-1913

Telephone: 330 673-9271


Proposed Community School:

Name: Ida B. Wells Community Academy (herein referred to as "IBWCA")

District in which the proposed community school will be located:

Akron Public School District

Age/Grade Level(s) or other descriptor of the school's intended Students:

Elementary Grade Level(s) Primary: Kindergarten, 1st, 2nd, 3rd ; Intermediate: 4th, 5th

Middle Grade Levels(s) 6th, 7th, 8th

Secondary Grade Levels(s) 9th, 10th, 11th, 12th

Projected School Enrollment During First 5 Years:

45 Year One Kindergarten, 1st, 2nd (3)

75 Year Two Kindergarten, 1st, 2nd, 3rd (5)

105 Year Three Kindergarten, 1st, 2nd, 3rd; 4th (7)

135 Year Four Kindergarten, 1st, 2nd, 3rd, 4th, 5th (9)

165 Year Five Kindergarten, 1st, 2nd, 3rd, 4th, 5th, 6th (11)

Total Initial Number of Certified Staff: 3

Student Teacher Ratio: 15:1

The Total Number Certified Teaching Staff for the five-year period: 11

The Student:Teacher ratio for each of the five years will be maintained at 15:1

If the proposed school intends to serve at risk students, define the profile of the targeted at risk students:

The Ida B. Wells Community Academy will serve students residing within the Akron City School District. The IBWCA's student body will include low-income, under-achieving and under-served inner-city youths. The Academy will also include in its student body those students with physical, behavioral and learning disabilities. Even though IBWCA's mission is to eventually serve students from Kindergarten to High School, initially, it will serve only students in kindergarten through the 2nd grade, adding one grade per year thereafter. The number of students IBWCA can serve is limited; after year one, enrollment preference will be given to continuing Academy students and their siblings. Other students will be accepted by lottery provided space is available. Students will be admitted to IBWCA in accordance with the Ohio Revised Code, Chap. 3314.06 which stipulates that "there will be no discrimination . . . on the basis of race, creed, color, or handicapping condition." The IBWCA will serve at-risk students as defined by the following profile, however, not exclusively. An at-risk student, as we define at-risk, are those inner-city, low-achieving, low-income, under-served students as well as those students with behavioral and/or learning and comprehension problems in Akron, Ohio's traditional public and private schools. The IBWCA also include in its at-risk designation students with physical, behavioral and learning disabilities. At start-up, the Academy will probably serve only those at-risk students classified as inner-city, low-income, or under-served because of the ages and immaturity of students in the primary grades. Later, The IBWCA, as it adds grade levels, will undoubtedly enroll increasing numbers of low-income and under-served students with or without physical, behavioral and/or learning comprehension problems.

Why will parents choose to send their children to the proposed community school?

The Ida B. Wells Community Academy's Market Research generated data that supports our assumptions that there are sufficient numbers of so-called at-risk students, as defined above, residing within the metropolitan boundaries of the City of Akron and are currently attending Akron public and private schools. This data also attest to a pool of children who will come of age and attend district schools in a few years. Moreover, a cursory examination of the data presented, particularly the suspension/expulsion percentages, the numbers of disadvantaged students, the dropout rates and the number of low-income families black and white undergirds The IBWCA's move to establish a student- and parent-friendly learning environment. According to the 1990 U.S. census, the population of Akron has a median income of $32.000; the African American

Table 1

Grade-by-Grade Enrollment

1992-93 to October 1997

Akron Public Schools


Student Enrollment

1994-95 33,197
1995-96 32,095
1996-97 31,992
October 97 32,331

Table 2

Student Enrollment by Level

Level Number of Students
Elementary 16,503
Middle 6,351
Senior High 8,687
Teenage Parents Center 49
Saturn School 10
Overage High School 174
Miller South 425
IPP Students 132
Total 32,331
Source: Just the Facts, Akron Public Schools

population by contrast has a median income of $18,709 with 50% of population below the poverty level (11,325) and 125% of the population or 22,314 persons below the poverty level. Of the 32,331 young people enrolled in the Akron public schools 46.8 are African American. There are approxi-

mately 9,914 African American school-age youngsters between ages 5 to 14 years residing in Akron. Since the total population of the city is 223,019 and its residents enjoy a very modest median

Table 3

income (the District reports a median income of only $21,006), it is clear there is also within the white community a substantial number of youth who can be defined as at-risk and under-served. This view is augmented by the number who dropout and are suspended, even though they are admittedly lower than those for African Americans.

Given these data, it is apparent that we will experience success in recruiting a critical mass of low-income and other at-risk students from the African American, white, Native American and Latino inner-city communities, for parents will learn that the IBWCA should be their school of choice and that they should enroll their children. To confirm this notion in the public's mind, the IBWCA's developers have already and are now conducting a community-wide survey to document community choice. We believe the personalized educational program and student-friendly curricular structure, design and delivery system will be a major attraction. The IBWCA's and general public's emphasis on increased academic expectations, moral and social responsibility, and increased proficiency ratings will influence parents to enroll their child(ren) in the Ida B. Wells Community Academy. Furthermore. The IBWCA's intention to involve parents in meaningful critical operational activities throughout The IBWCA's start-up and operational phases is not replicated in traditional public and private schools. These activities include teaching. admini-strative and governance functions. committee assignments of various sorts. e.g.. discipline. curri-culum. student recruitment and admissions. faculty/staff hiring. transportation. fund raising. and facility management and identification. Their children will attend an educational program where-in they. too. will have a role in the program's operation and governance. The IBWCA's program structure and continuum of educational options and procedural safeguards will be designed to meet the needs of students with disabilities. This will. therefore. persuade parents to choose the Ida B. Wells Community Academy over some other educational program..

What will be the mission of the proposed community school?

The IBWCA's mission is initially to educate youth (5 to 11 years of age) in Kindergarten through the 6th grade in an innovative, holistic educational atmosphere (1) that is personalized. problem-posing and problem-solving, (2) that is centered in the humanities. mathematics. the physical and natural sciences. civics. the arts. the social sciences. and African and world culture studies, and (3) that emphazises preparing students to pass at the 75th percentile or better on the fourth and sixth grade proficiency tests. In addition. The IBWCA aims to help students under-stand the relationship of a quality education to their present and future lives. The IBWCA will add one grade each year until it reaches the High School.

Describe the school's educational program and goals.

The Ida B. Wells Community Academy will introduce its students to a culturally integrative curriculum designed to infuse content that is at once nurturing, stimulating, intended to engage

Table 4

students' intellectual curiosity, and imbue in its students a mutual respect for learning proficiency, competence and self direction not only in traditional learning objectives but also in the attainment of knowledge of their cultures, traditions and values. Students will also learn to appreciate themselves, their fellow students, their families, their community and their nation. The Academy's goal includes creating a responsive and innovative learning environment that will instruct students based on these programmatic objectives:

1. to prepare students to function competently and productively in an ever more complex global society,

2. to achieve increasing academic performance expectations and measured proficiency results,

3. to increase students' daily attendance records and implementing creative disciplinary methods to reduce suspensions and dismissals,

4. to involve the professional community residents, parents, retired teachers and students directly in the learning process, and

5. to design a curriculum partially reliant on the learning potential of the World Wide Web to augment class assignments and individual student research. To fulfill this learning objective, each student will be trained in the computer basics commencing with Kindergarten and continuing into the twelfth grade.

Provide an overview of the proposed school's curriculum and curricular focus.

The Ida B. Wells Community Academy's curriculum will provide instructional content that is nurturing, intellectually stimulating and intended to imbue in its students a mutual respect for learning proficiency, competencies, and self-direction not only in those learning objectives or benchmarks recommended by

1. the U.S. Department of Education's Office of Educational Research and Improvement, and

2. the Ohio Department of Education's Competency-Based Program for

An additional Academy goal includes the establishment of a learning environment supported by the curriculum that will rely on the learners' experiences at home, in their neighborhoods, in the community, and in the society in general as far as possible and practical. Advisably so, the Academy will instill an awareness and mutual respect for other people(s), their cultures, aspirations, traditions and values. In short, the curriculum will help students recognize how their learning is integrally related to their lives in the present and in the future.

The IBWCA's curricular content at each grade level to produce the following expected and measurable performance outcomes cited in the Ohio State Board of Education's mandated Learning Objectives. Broadly speaking, these learning objectives include modes for reading, writing, mathematics, science, and civics (citizenship) and social studies. It must be emphasized here, however, that these performance outcomes are only representative of the Ida B. Wells Community Academy's curricular foci. It should also be emphasized that the Academy will design structured learning activities based on individual student interests and needs. Therefore, the performance outcomes enumerated below do not necessarily reflect all of the faculty's anticipated performance expectations. Overtime, given the Academy's emphasis on allowing its students to grow at their own pace, we expect the students will show even higher levels of performance.

End of Kindergarten students will be able:

The instructor's availability and skills will determine which African language is taught.

End of First Grade students should be able:

  • to sort objects using multiple attributes, e.g., small/large, uni-/bi-dimensional, round/ square;

End of Second Grade students should be able:

End of Third Grade students should be able:

The performance indicators enumerated above show that the focus of the IBWCA's curriculum follows the basics of standard public school curricula with this noteworthy exception. The Academy is intent on infusing into its curriculum a diversity element, with the emphasis on Africa America. This element is not standard in public school education but is, from our perspective, vital given our student population, not because they will be black but rather because most children (and most educated Americans regardless of race) have not been exposed to the history, culture and aspirations of the African in America. The African American represents the largest non-white racial group in the United States; unfortunately it also represents the group whose history, culture, languages, traditions and contributions to American civilization have been most neglected in school curricula from kindergarten to the PhD. The IBWCA will, therefore, correct this inequity by the infusion of curricular diversity. However, we will not do this to the total exclusion of instruction on other ethnic and racial groups, particularly Native Americans, Latinos and Asians. The curricular fact is that Americans have been interdependent from the inception of the nation; its educational system must also reflect this interdependence. We will then offer public school children in the city of Akron a well-balanced education where academic skills are taught in combination with mutual respect and cooperation among those diverse Americans who are destined to maintain the American experiment.

As the Ida B. Wells Community Academy adds additional grade levels, obviously we will offer a commensurate listing of performance standards indicating the expected end competency results as demonstrated on state-required proficiency tests and other psychometric instruments, e.g., the California Achievement Test, etc. The IBWCA will also measure scientifically the degree to which its students exhibit the ethnic, racial and national knowledges and sensitivities (sensibilities) the curriculum fosters. The inference here is that the IBWCA will establish frequent opportunities for staff to conduct structured assessments of

1. how well students (and parents) are apprehending the Academy's curricular structure, teaching style and methodology and student-community-parent relations;

2. how well students are comprehending the lessons, learning materials and related class materials and activities; and

3. how the Academy is making progress in its overall development as a creative learning process.

Assessment Assumptions

Our choice of methods to assess pupil progress is based on the following four beliefs about


1. In order to have a complete picture of a student's growth, different types of assessments must be used. Assessments should focus on an individual student's growth towards a proficiency standard rather than comparing a student's performance against other students;

2. There should be a close relationship between a desired student outcome and the means used to assess it;

3. Assessing what students do with knowledge is as important as assessing what knowledge they have; and

4. Assessment should promote and support reflection and self-evaluation on the part of students, staff, IBWCA and parents.

Based on these assumptions, The IBWCA will use a variety of performance-based assessments such as portfolios, demonstrations, and integrated performance tasks. We will also use the

other standardized tests that compare individual student progress to state standards. These standardized proficiency tests are also intended to report the proportion of students at the Ida B. Wells Community Academy who have reached (or exceeded) the state proficiency standards in math, reading, writing, science, and social studies..

The Tools of Assessment

Portfolios will provide one perspective for assessing student growth. A portfolio is a daily or weekly collection of representative work. Reading, writing, speaking portfolios, for example, will contain results of student performance on a variety of assessments in writing, reading, and speaking. Scoring ranges will be developed and staff will receive training on using these agreed upon scoring ranges. Student reflection will be an integral part of the portfolio. In addition, the portfolios will serve as one tool that lets teachers determine how well they meet IBWCA-adopted proficiency targets, say, in one language - English -- and becoming simi-fluent in a second -- Kiswahili.

Demonstrations provide another means for assessing student growth. Demonstrations will,

for example, be a part of a Reading/Writing/Speaking Portfolio or a mathematics assessment. The key element will be students demonstrating their attainment of specified standards to a panel of IBWCA staff, parents et al. These standards or desired outcomes will be established based on the Ohio state-mandated curricular proficiency standards.

Performance represents another set of tasks are assigned as a means of assessing students growth. These tasks will be based in combined curricular areas of language arts and social sciences but not exclusively so. Teachers will identify eight (8) to ten (10) performance tasks that "map" content covered during the semester or year. Once identified, these tasks will be defined and scoring methodologies devised so that the mastery of learning outcomes can be specifically determined. These tasks will be designed to measure what students know and how well they apply what they know.

The IBWCA's faculty as a group or individually will assess how well students can put into action what they have learned and experienced to construct, perform and carry out a meaningful service project designed to meet a community need within or without The IBWCA. The task will demonstrate the student(s) ability to integrate several expected and desired social, educational or historical-cultural outcomes for students. A possible task could be as follows:

Identify an opportunity to serve the community. In the course of preparing to perform the project, research, read and comprehend what others have done that is related to the service opportunity. Develop a written proposal that describes the opportunity and which persuades others that what you intend to do is a worthwhile service. Provide the service. Finally, describe the process in writing as well a through another medium including but not necessarily limited to: video, music, speech, art, poetry, or dance. The student decides on the medium..

Standardized Assessment Tests that compare student progress to a proficiency standard will be used. These tests include the Ohio Board of Education Proficiency Test to measure read-ing, writing, and math, social studies and science proficiency in the 4th grade; the Language Assessment Scale for measuring gains in English proficiency; and the California Aptitude Test (CAT), the Student Attitude Measure (SAM) to measure student motivation, student academic self-confidence, student sense of control over performance, and students sense of instructional mastery.

Describe the instructional design philosophy (i.e., how students will be taught: basic skills program, interdisciplinary, learning, math/science focus, etc.)

The Ida B. Wells Community Academy is committed to engendering in its students intellectual curiosity and providing high academic standards and rigorous performance expectations. To accomplish this aim the Academy has an educational philosophy that emphasizes in its program structure and instructional design the following essential curricular and procedural ingredients:

1. Small classes that are interdisciplinary (holistic) and culturally integrative, and designed to enhance at all levels the students' proficiency in the basic skills and mastery of standards adopted by teachers, parents, and students;

2. Team-teaching emphasis stressed where appropriate (on occasion students may be

assigned to a team of teachers); using parents, community residents and retired professionals

as part-time teachers or teaching assistants;

3. Small student to teacher ratio (15:1) to facilitate individualized instruction based on

interests and needs; instituting a learning through doing (active vs. passive) instructional


4. Meeting students where they are socially, culturally and academically and then moving

them to higher and different academic levels supported by incorporating instructional themes

such as the avoidance of threat, meaningful and relevant content, learning style choices,

sufficient time to assimilate content, enriched learning environment, student-to-student

collaboration, and immediate feedback;

5. Self-learning projects that are student or teacher initiated, conducted first in-school and

later, based on student maturity, conducted out-of-school;

6. The interdisciplinary (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; and

7. An extended year-round calendar of up to 210 days (with 180 regular days and 30

summer school days).

IBWCA's instructional philosophy and program structure is open-ended so that it can maintain curricular and operational flexibility, recognizing that over time it may have to incorporate revised or different learning and operational strategies. IBWCA's curricular focus follows the standard public school curriculum with one noteworthy exception: IBWCA is intent on infusing into its curriculum an emphasis on African America. This element is vital to the correct education of all its enrollees white or black. 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 U.S. Unfortunately, this group's history, culture, languages, traditions and contributions to the American civilization are neglected in school curricula from kindergarten to the Ph.D. IBWCA, therefore, seeks to correct this oversight but not be excluding instruction relevant to ethnic and racial groups, particularly Native Americans, Latinos and Asians. America is an interdependent society; the proper education of its youth must reflect this interdependence and emphasize mutual respect for all people regardless of race, culture, station in life, religion and national origin.

Developers Capacity:

MRS. EMMA JEAN CALHOUN is the inspirational leader of the Ida B. Wells Community Academy and serves in conjunction with Dr. Edward W. Crosby as a co-principal developer/ administrator. She is a native of Sylacauga, Alabama and is married to Ira "Joey" Calhoun, Jr. They have resided in Akron for most of their lives and have two daughters and four grandsons. For 28 years, Mrs. Calhoun worked at Akron City Hospital as a Licensed Practical Nurse, during which time she developed her lifelong ambition to serve her people and humanity in general. She received "The Beautification Award" from Keep Akron Beautiful in 1995, The Catholic Commission's "Certificate of Recognition for Exceptional Work for Peace and Social Justice," November 23, 1993; "Award to an Outstanding Community Activist" presented by the African American Cultural Festival and Parade Committee, July 10, 1993; and "The Martin Luther King. Jr., FESTAC Institute Certificate of Appreciation," November 30, 1987.

As a life member of the NAACP, she has been working diligently over a period of years to increase the membership rolls of this very important community organization. She has served as a Girl Scout Leader at Trinity Lutheran Church. Her hobbies include reading and traveling. She has traveled to Egypt, Israel, Greece, Liberia, Senegal, the Ivory Coast in West Africa, Mexico, and various parts of the United States. Never one to forego learning opportunities Mrs. Calhoun attends the University of Akron studying among other things courses in the African American history and culture under the tutorship of Professor Neal Holmes. She along with Professor Holmes and a committee worked concertedly and with success to have an African American history course taught in the Akron Public Schools. This course is currently taught at Buchtel, North, East, Ellet, and Firestone High Schools. She is presently working with a Akron Public Schools multi-cultural education committee to infuse African American history content into all grade levels - K through 12 - in the Akron Public Schools. In 1989 the parents of school-aged students informed Mrs. Calhoun about the high rate of expulsions and suspensions in the Akron Public Schools. As a result, she requested and received data from the Board of Education which demonstrated the accuracy of this assertion.

As a consequence of this involvement, Mrs. Calhoun organized the Task Force for Quality Education was formed with Ms. Debra Calhoun, program coordinator, the American Friends Service Committee, Dr. Neal Holmes of the University of Akron, Mr. Ken McClenic, director, West Akron Neighborhood Development Corporation, and Mr. Cazzell Smith, director, East Akron Community House. The Task Force for Quality Education has conducted a series of Community Education Forums at the East Akron Community House, on a wide range of topics some of which are indicated below:

For the past ten years, then, Mrs. Jean Calhoun has devoted a considerable portion of her time and talents to advocating the provision of quality education to Akron's youth, particularly African American youth as well as all those depending on public education from K through 12. Education in her frame of reference is one that does not foster the standard biases of race, gender, class or color. As the co-developer/administrator of the Ida B. Wells Community Academy, Mrs. Calhoun will be responsible for the planning and coordination of:

  • health and safety,

  • food service.

DR. EDWARD W. CROSBY was born in Cleveland, Ohio in 1932 and was the founder and first chairperson of the Department of Pan-African Studies at Kent State University from 1969 to January 1, 1994 when he retired and became emeritus chair and professor, the Department of Pan-African Studies and professor emeritus, Department of Modern and Classical Language Studies (German). He currently serves in conjunction with Mrs. E. Jean Calhoun as a co-principal developer/administrator and director of education for the Ida B. Wells Community Academy.

Dr. Crosby received his BA and MA from Kent State in 1957 and 1959 in German and Spanish and earned his Ph.D at the University of Kansas in 1965 in German, Medieval German Literature and Medieval History. In 1957 he began teaching at Kent State and later, in 1958, at Hiram College also in Ohio. In 1962, while on a leave of absence, he taught at Tuskegee Institute (now University) in Tuskegee Institute, Alabama.

He returned to Hiram College a year later. In 1965 Dr. Crosby resigned from Hiram College, changed his career from teaching German and Spanish to serving the social and educational needs of Africans in America, and worked as an associate director of Akron's Summit County-Greater Akron Community Action Council. During this period, he spearheaded the establishment of an Upward Bound Program on the Hiram Campus. This program was subsequently transferred to Walsh College and later in 1971 to Kent State University.

In 1966, after working in Akron for six months, he joined Southern Illinois University's Experiment in Higher Education (EHE) based in East St. Louis. As the director of education of EHE, he restructured the learning process and the curriculum of the last two years of high school and first two years of undergraduate education for 200 African American and white students who were assured scholarships to continue their college careers at SIU or any other college or university in Illinois or the United States in general.

While in East St. Louis, Dr. Crosby was instrumental in the establishment of the Danforth Foundation's Metropolitan Scholars Program and assisted in the national evaluation of UPWARD BOUND for urban youth and compensatory education programs for migrant and other agricultural workers through the South West Alabama Farmers Cooperative (SWAFCO) and worked with university faculty, administrators, and students to speed the establishment of African or Black Studies programs in California, Oregon, Missouri, Ohio, Texas and New York.

He returned to Kent in 1969 to found the Institute for African American Affairs and, in 1976, the Department of Pan-African Studies. From 1976-1978, while on administrative leave of absence, Dr. Crosby directed the Afro-American Studies Program at the University of Washington in Seattle. For twenty-five years, as aforementioned, Dr. Crosby was the chairperson of the Department at Kent State where he promoted African-centered education, and won the respect of students and faculty at Kent, across the state of Ohio, and around the nation. He believes academic, cultural, and socio-emotional holism helps place African college and public school students at the center of the learning process and allows them to "retire upon themselves" and, in the process, avoid learning to imitate the socio-cultural values and traditions of others.

The resumes or curriculum vita of each of the proposed community school's developers which include the contributions each will make to IBWCA are found in the attachments, and if needed, the role each will play in the development of the proposed Ida B. Wells Community Academy. These documents will also cite resources with educational, fiscal/business, and with legal expertise. The Ida B. Wells Community Academy will also identify in the attachments resources beyond the expertise of the development team.

Each developer has already sent the required BCI (Bureau of Criminal Investigation) Form to State and local police departments.

Development Time line

Provide a time line for the school's development citing major milestones and their anticipated completion dates. Include at least the following:

  • Local community support research completed by November 15, 1998


The resumes or curriculum vita of each of the proposed community school's developers which

include the contributions each will make to IBWCA are found in these Appendices, and

if needed, the role each will play in the development of the proposed Ida B. Wells Community

Academy. These documents will also cite resources with educational, fiscal/business, and

with legal expertise. The Ida B. Wells Community Academy will also identify in these

Appendices resources beyond the expertise of the development team. Each developer has

already sent the required BCI (Bureau of Criminal Investigation) Form to State and local police


Appendix I

Curriculum Vitae and Resumes of School Development Team

Curriculum Vita for Edward W. Crosby, Ph.D

Address: 437 Silver Meadows Drive

Kent, Ohio 44240-1913

Voice: (330) 673-9271 FAX: (330) 673-0330

Place of Birth: Cleveland, Ohio

Date First Hired: August 1, 1969 Retirement Date: January 1, 1994

Teaching Experience: 36 years: 1957-1994

Current Rank: Professor and Chair Emeritus, Department of Pan-African Studies; and

Professor Emeritus, Department of Modern and Classical Languages Studies


Professional Experience:



Board Memberships:

Community and University Service:

Consultant Services:


Website and Webpages

(accessible at:

Chief Fela Sowande's Philosophy and Opinions, edited and published posthumously by Hierographics Online

Africana Studies at Kent State University, 1968 to 1998

Your History Online, A Chronological History of Africans in America, in Africa, and in the Diaspora, 1600 BCE to AD 1980

The Robinson-Naylor-Harris Family News Quarterly

The Case For and Against George R. Garrison: A Chronological Documentary The European: A Fable by Hermann Hesse

Articles; INTERNET.





Selected Presentations at Professional Meetings and Community Gatherings:

Academic Honors:

Other Accomplishments and Associations:

2. Resumé for Patricia Raita Bilal

Address: 990 Peckham St.

Akron, Ohio 44320

Phone: (330) 762-7011


Personal Philosophy:

Working with youth in any capacity is the only way to ensure the future for us ail. The

approach cannot be one dimensional, it should be holistic and exhibit a complete way of life.

In approaching my endeavors this is always part of the theme. Whether it is Rites of Passage

or teaching, the perspective is not on the individual self, but the collective self.

Educational Background:

  • Bachelor of Arts, 1976; Bluffton College, Bluffton, Ohio

  • Diploma, 1972; Glenville High School, Cleveland, Ohio

Post Baccalaureate Work:

Professional Experience:

  • 1993-Present - Rites of Passage Trainer

  • 1991-92 - Upward Bound -- Kent State University

  • 1991 - Westside Needs Assessment Survey, University of Akron

  • 1990-91 - Private Tutor

  • 1977-Present - Akron Public Schools

  • 1976-77 - Shawnee Local Schools, Lima, Ohio

Salary Range:

Professional/Community Involvement:

  • 1996-2000 - National Co-Chair, Afrikan National Rites of Passage United Kollective


  • 1994-Present - Founder/Co-Chair- Maisha Kamili Sharo Rites of Passage

  • 1992-Present - Member - ANROPUK

  • 1992-94 - Member, Alkebulan Sharo Rites of Passage

  • 1990-91 - African American Festival and Parade Committee

3. Curriculum Vita (Summary) for Robert Deitchman, Ph.D.

Address: 77 Rhodes Avenue

Akron, Ohio 44302

SSN: 105-30-2882

Phone: 330/434-6077


  • BBA, City College of New York

  • MA, PHD, University of Tennessee

  • MSSA, Case Western Reserve University

  • Field Experience Completed at the Akron Community Service Center and Urban


Post Doctoral Fellowship:



  • Research Assistant/Part-Time Instructor, University of Tennessee

  • Fellowship/Instructor, University of Rochester

  • Assistant Professor, Department of Psychology, University of Akron

Boards (All Current)

Computer Lab Advisory Commitee

National: Resolutions Committee

State: State Education Chair

Local: Assistant Secretary/Board Member

Member Advisory and Policy Boards

Vice President

Member P & A Committee

Board Member



ADA Advisory Committee

Member, Professional Advisory Committee

Strategic Planning Committee

District5 Suspension and Expulsion Committee

Multicultural Committee


4. Resumé for Perkins B. Pringle

Address: 925 Stein Ct #301

Kent, Ohio 44240

Phone: 330-678-1192

e-Mail: perkinsp@netscape. net


  • December 1998 - Master of Arts Teaching, Kent State University, Kent, Ohio

  • August 1996 - Bachelor of Arts, Sociology


Computer Skills:

Related Experience:

  • September 1997-July 1998 - Graduate Assistant, Office of Student Life, College of

Education, Kent State University

  • Provided academic and personal counseling to college students

Opportunity Association - AmeriCorps College Bound Member,

  • Implemented a mentoring program for high school students in grades 9-12, utilizing

college students (A Day in the Life of a College Student)

  • Tutored, Mentored and Counseled junior high and high school students

becoming mentors to high school students

  • Worked with the parents of Upward Bound students, with the goal of getting them to

take an active role in their student's education

  • Planned and Arranged Summer Bridge Component for seniors in High School

Organizational Involvement:

  • 1998 Secretary, Co-chair, Taskforce for Quality Education


  • "7 Principles of Kwanzaa," Upward Bound, Kent State University


5. Curriculum Vita Ronald C. McClendon,, Ph.D.

  • Department of Educational Foundations and Leadership
  • Educational Psychology Unit


  • Ph.D., Counseling Psychology, The University of Akron. (American PsychologicalAssociation approved) December, 1993
  • Pre-doctoral Psychology Internship, Northeastern Ohio Universities College of Medicine (American Psychological Association approved) 1988.

Akron, May 1982

  • Bachelor of Arts (Psychology), The University of Akron, May 1979

Experience in Undergraduate and Graduate-level Teaching

Graduate Courses

The University of Akron. College of Education

Teacher Education Program.

  • 5100: 721, Learning Processes, 1995, 1996, 1997, 1998
  • 5100: 624, Seminar: Educational Psychology, 1994, 1995, 1996, 1997, 1998

Undergraduate Courses

The University of Akron. College of Education.

Teacher Education Program

Team Leader

  • Phase I Core courses, 1993-1994, 1994-1995, 1996-1997, Spg 1998

Interviewing Skills, 1986


Dissertation Advisor: Fannie Brown, 1995

Dissertation Committee Member: John Queener, 1995, Beth Fluharty, 1995

Theses: Carol Warneke, 1996

Professional Community Service


Cloverleaf High School, Medina Ohio 1998

Task Force For Quality Education, Akron, Ohio. 1996-1997, 1998

Cooperative Learning, Medina Public Schools, 1991

Group Instruction, Woodridge High School, 1991

Youth Motivation Task Force (Private Industry Council) Akron Public Schools, 1989


Summit County Older Adults Coordinating Council, 1990, 1992, 1993

Task Force for Quality Education, 1996

Educational Testing Service, 1996 (Question writer for ORE). 1996

Professional Meetings Attended

Midwestern Association of Teachers of Educational Psychology Conference, Oxford,

Ohio, Fall, 1997

"What Works II: Postsecondary Education in the 21st Century" Penn State University June, 1996.

Midwestern Educational Research Association Conference, Chicago, Ill, 1996.

Ohio Education Association Conference (ACE~, Columbus, Ohio, 1995.

American Educational Research Association Conference, New Orleans, La. 1994.

Ohio Academy of Science Conference, Youngstown, Ohio, 1993

Mid-western Educational Research Association, Chicago, Ill, 1992

Ohio Academy of Science Conference, Akron, Ohio, 1992

Ohio Psychological Association Conference, Toledo, Ohio, 1985

Credit/Non-credit Classes and Workshops Conducted

Cognitive Styles versus Learning Styles: Implications for educators. Summer, 1998

"What to look for in a good teacher." Task Force For Quality For Quality Education

Workshop, 1997

Task Force For Quality Education: Community Service Workshop, the University of

Akron, 1996

Graduate Student Group Advising: Educational Foundations students, the University of Akron, 1996

Wechsler Adult Intelligence Scale Revised: presentation to graduate class on Intelligence

Testing, the University of Akron, 1992

Coping with Stress on National Teacher Exam: presentation to undergraduates preparing to take NTE, the University of Akron, 1992

Stress and Computer Testing: workshop for employees of university testing center, the University of Akron, 1992

Coping With Stress: employees and parents. A workshop sponsored by Headstart.

Barberton, Ohio, 1990

Problem-solving for Parents and Adolescents. A workshop sponsored by Upward Bound, the University of Akron, 1990

Faculty Service to the University

Associate Provost's Minority Affairs Retention Program & Advisory:

P.A.S.S.E.G.E.s (At-Risk Student Retention Program,Director of Research) 1996, 1997

President's Diversity Council, the University of Akron,

Student Subcommittee chair, 1992, 1993, 1994,1995

The University Student Appeals Committee, 1993-94, 1996-97

Faculty Service to the College

Personnel Committee, 1998

Teacher Education Assembly, 1997, 1998

Undergraduate Curriculum Committee 1996/1997 The College of Education Scholarship ( ommittee 1995/1996

Search Committee Chair: Educational Foundations and Leadership 1995

Chair: Faculty Development Committee Educational Foundations and Leadership, 1995/96

Undergraduate Advising: 1993, 1994, 1995

The Dean's Reorganization Task Force, College of Education, 1992-1993

College of Education Minority Enhancement Committee, 1992

Professional Development School for Project 21, 1992-93

Planning and Priorities Committee, College of Education 1990-1993

RTP Evaluation Committee, Department of Educational Foundations and Leadership


Akron Council of Education Students (ACES) Faculty Advisor,1993-1994-1995-1996-97

ACES Faculty Representative for Department of Educational Foundations and

Leadership, 1990-1993

Search Committee, Department of Counseling and Special Education, 1987-1988

Professional Affiliations

American Psychological Association

American Educational Research Association

Mid-western Educational Research Association

Ohio Academy of Science

AERA proposal evaluator, 1992, 1993, 1994,1995.


College of Education Grant: $1,165.

Comparison of MSLQ Profiles . . . 1997-98

Doctoral dissertation

Construct Validity of the MSLQ and Cognition as Related to Motivation and Learning Strategy use of Preservice Teachers, December, 1993

College of Education Grant: $300 grant 1992.

Student Long-term Goals.

Refereed Publications

Identifying Learning Disabled Hearing-Impaired Students: A National Survey Of School Psychologists. American Annals Of The Deaf (Accepted for publication pending revisions) Informally Speaking: A Continuing Dialogue on Post-Formal Thinking In Kinchloe, J., Steinberg, S., & Villaverde, L. (Eds.) (1999) Rethinking Intelligence. NY: Routledge.K CHAPTER INEDITED VOLUME, (in press).

Motivation and Cognition of Preservice Teachers: MSLQ. Journal of Instructional Psychology, 23, 3, 216-220. Fall 1996.

Papers Presented

Saliency Of Organization As A Cognitive Strategy For College Students Midwest

Association of Teachers Of Educational Psychology 26 th Annual Conference,November, 1997. Oxford, Ohio.

Standardized Testing: The baby and bathwater must go. Annual Meeting of MWERA.

1996. Chicago, Ill.

Motivation and Cognition of Preservice Teachers and Construct Validity of the MSLQ.

National Conference of AERA. 1994. New Orleans, La.

A Comparison of the LASSI and MSLQ. Annual Meeting of MWERA. 1993. Chicago, Ill

The Development Of a Model to Represent Goal Domains. 102nd Annual Meeting of

The Ohio Academy of Science, 1993. Youngstown, Ohio

How Valid Are Students' Self-Reported GPA? 102nd Annual Meeting of the Ohio

Academy of Science, 1993. Youngstown, Ohio

A Model Of Student's Motivation and Thinking. 101st Annual Meeting of the Ohio Academy Of Science, 1992. Akron, Ohio.

A Construct Validation of The MSLQ. Fourteenth Annual Meeting of MWERA, 1992. Chicago, Ill.

Invited Addresses

"Keeping it Real" Television symposium on discipline in Akron schools, 1998

Symposium of the Task Force for Quality Education: As to The Need For Recruitment, 1995, the University of Akron. (published in AERA SIG Newsletter 1995/96).

Research in progress

Are Students Color-blind? The effect of race and gender of teacher on students' evaluation. (in progress)

Organizational Strategy Use of Preservice Teachers. (in progress)

Potential In-Service and Discussion Topics

Task Force For Quality Education: The Ida B. Wells Community Academy

Child Development

Motivation in the Classroom

Learning Strategies

Models of Teaching

Learning Processes: Cognitive Constructivism

Learning Styles