We are driven by some very remarkable metrics. They are problematic. They are symptoms and root causes

in a cycle that will expand income inequality and the digital divide in perpetuity. That is, unless we look at

them and make change happen.

We serve the cities of Inglewood, Lennox, Hawthorne, 

Lawndale, and Gardena. In this first phase of implementation 

our primary objective is to engage students who attend public 

schools in these cities through our academic-athletic 

incentive programs aimed to raise the students’ interest in their 

academics and improve their attendance. Therefore, we will 

be monitoring their academic performance as well as the 

schools and districts they attend.


Math Proficiency on Smarter Balanced Summative Assessments 2018-19

Because Algebra 1 plays such an essential role as a gateway course on the road to pursuing a degree and career in STEM fields

we intend to provide the families we serve with access to Algebra Victory, and revolutionary Algebra 1 online course. To measure

the effects of its use by the students, we will monitor math proficiency data provided on the California School Dashboard.

Below are samples of the most recent reports we ran to review the status of math proficiency for our students and the other

children from these communities. As the data shows, we have a lot of work to do.


Chronic Absenteeism

Chronic absenteeism is rampant in the districts we work in, and is one of the root causes for low math achievement and academic

performance in general. According to the June 2017 blog article How Chronic Absenteeism Affects Student Achievement, from the

edmentun blog, chronic absenteeism can have the following effects on our youth:

The DOE report data showed that while chronic absenteeism is experienced by students of all races, ethnicities, genders,

and socioeconomic backgrounds, students of a certain demographic tend to be reported as chronically absent more so

than others:

  • Students with disabilities are 1.5 times more likely than their non-disabled peers to miss class
  • 5 percent of American Indian and 21.4 percent of Pacific Islander students miss up to three weeks of school or more
  • Black students are 36 percent more likely to be chronically absent then their white peers
  • Hispanic students are 11 percent more likely to be chronically absent then their white peers

A recent report from the U.S. Department of Education (DOE) used data from the 2013-14 Civil Rights Data Collection (CRDC) to

illustrate the extent of chronic absenteeism in our nation’s schools. The data revealed chronically absent students are at a greater

academic risk for missing early learning milestones, failing courses, and not graduating on time. Chronically absent students are

also at a greater risk  for a number of negative long-term consequences such as being more likely to experience poverty,

diminished mental and physical health, and involvement in the criminal justice system as an adult. The data also reported

that during the 2013-14 school year, over 6 million students were chronically absent—that’s equal to about 1 in 7

students missing up to three weeks of school a year.

In other words, you can’t teach someone who isn’t in class. That is why we also monitor rates of chronic absenteeism for the 

students we serve and their peers.