Her-Abacus Math Club
Too often, our girls easily say: "I just don't like math." This statement is supported by data related to girls' math performance, engagement, and confidence in math during the early years of schooling. Early math performance indicators are even more dismal as it relates to African-American girls. A report by the National Council of Teachers of Mathematics (NCTM) states that African-American girls often face multiple barriers to success in math, including poverty, lack of access to high-quality math instruction, and negative stereotypes about their abilities. According to the National Assessment of educational progress, in 2019, only 8% of African-American eighth graders scored at or above proficient in math, compared to 45% of white students. They are also less likely to pursue advanced math courses in high school.
Studies have shown that girls often exhibit lower levels of interest and confidence in math compared to boys as early as kindergarten. This trend continues into high school and beyond. A National Girls Collaborative Project study found that African-American girls are more likely than any other racial or ethnic group to report feeling discouraged and uninterested in math and science.
A study published in the Journal of Educational Psychology found that girls' interest and confidence in math significantly decreased from first to sixth grade. In contrast, boys' interest and confidence remained relatively stable.https://link.springer.com/article/10.1007/s11199-011-9996-2. This disparity often persists throughout their academic careers and can affect their future educational and career opportunities.
Factors such as gender stereotypes, societal expectations, and teacher bias can contribute to this phenomenon.
For example, girls may be subtly discouraged from pursuing math-related activities or careers through messaging in media, toys, and classroom culture. Teachers may also unconsciously reinforce gender stereotypes by praising boys more for their math skills or assuming that boys are naturally better at math than girls.
Our solution seeks to:
Provide additional out-of-school instruction: The after-school math club could provide additional instruction in math concepts and skills, which could help African-American girls gain a deeper understanding of math and improve their performance.
Foster a positive learning environment: The math club could provide a safe and supportive learning environment where African-American girls can feel encouraged to ask questions, share ideas, and take risks in their learning without fear of negative stereotypes or biases.
Build confidence and interest: The math club could help build confidence and interest in math by exposing African-American girls to math-related activities, games, and challenges that are engaging and fun.
Connect with role models: The math club could provide opportunities for African-American girls to connect with positive role models in math, such as math teachers, college students majoring in math or math-related fields, or professional women in STEM careers.
Our solution's mission is to provide an innovative competitive math afterschool club for African-American girls to help address the gender and racial disparities in math confidence, performance, and interest while fostering a sense of community and love for the subject.
The focus of our club will be:
Team-based competition: The math club could be designed as a team-based competition where African-American girls are grouped into teams and compete against each other in math challenges and games. This format could create a fun and exciting atmosphere that encourages collaboration and builds team spirit.
A focus on problem-solving: The math club could strongly emphasize problem-solving skills, which are essential for success in math and in many other areas of life. Girls could be challenged to solve complex math problems, puzzles, and brain teasers in a supportive and collaborative environment.
Mentoring by successful women in STEM: The math club could partner with successful women in STEM fields, such as mathematicians, engineers, or computer scientists, to provide mentoring and guidance to the girls. These mentors could serve as positive role models and help inspire the girls to pursue careers in STEM.
Field trips to STEM-related sites and visits from mentors: The math club could organize field trips to local STEM-related sites, such as science museums, research centers, or technology companies. These trips could expose the girls to the many different paths available to them in STEM and inspire their future goals.
Rewards and recognition: The math club could offer rewards and recognition for the girls' achievements, such as medals, certificates, or scholarships. This could help build confidence and a sense of accomplishment among the girls and motivate them to continue pursuing math and STEM-related activities.
Parent involvement: The math club could encourage parent involvement by holding parent-teacher conferences or hosting family math nights where parents can engage in math-related activities with their daughters. This could help create a stronger sense of community and support for the girls.
An innovative competitive math afterschool club for African-American girls could be designed to provide a unique and engaging learning experience that improves their math skills and fosters a love for math and a sense of community.
Our solution will serve teachers who work at and girls who attend Title 1 elementary and middle schools in the Atlanta Metropolitan area. A Title 1 school is a school that receives federal funding to provide additional resources and support for students from low-income families. Typically these schools' performance data our some of the lowest in a particular school district, which is the case for Fulton County, where Atlanta is located.
The impact would not only be immense for the students, but the professional training we will offer teachers will also have a positive impact. Our team is composed of current and former teachers within Fulton County. We not only know our population, but we've also worked with them, their school personnel, and their families. They are typically girls who attend low-performing schools historically but have tremendous untapped talent.
Math jr currently offers come after-school programming, but we realized that our programming needs to be more targeted to reach the outcomes in which we desire. The team's desired outcomes for our girls include improved measurable math skills and achievement, a fostered love for math, and a sense of confidence in the club members' abilities, girls having established a sense of community where the girls can make friends, develop teamwork and leadership skills, increased exposure to positive role models in math and STEM-related fields, and increased interest in math that could open up a range of educational and career opportunities for the girls.
Our desired outcomes for our teachers include the following:
Professional development: Teachers who lead the math club could gain valuable professional development opportunities. By designing and implementing engaging math activities and lessons, teachers could enhance their instructional skills and gain new insights into teaching math to diverse student populations.
Personal fulfillment: Teachers who lead the math club could experience a sense of personal fulfillment from helping to make a positive impact in the lives of their students. Seeing the girls grow in their math skills and confidence could be a source of pride and joy for the teachers.
Increased cultural competence: By working with African-American girls in the math club, teachers could better understand and appreciate diverse cultures and backgrounds. This could help them become more culturally competent educators, which could benefit all of their students.
Improved relationships with students and parents: Teachers could build stronger relationships with their students and their families by leading the math club. This could lead to greater trust and communication, positively impacting the classroom climate and student achievement.
Enhanced leadership skills: By leading the math club, teachers could develop and enhance their leadership skills. This could help them become more effective leaders in their schools and districts, which could benefit their students, their colleagues, and the broader education community.
Ameerah Bello, Patricia Dawson, and Erin Holmes all have worked and lived in the community where we desire to have the most impact. The trio possesses many qualifications and skills that they have amassed as veteran educators and social-impact entrepreneurs to deliver an after-school math club for African-American girls.
Dr. Ameerah Bello has over 18 years of experience in k-16 education, which include teaching, administration, and program management. Ameerah founded and owner Mathematician, Jr., a certified woman/minority/disadvantaged business. Ameerah has a patent (KTS 999993-1268112) for a math manipulative and is the author of several early math mastery workbooks specifically tailored to empower African-American students in the field of math. Ameerah is also the co-founder of the Lost Arts Enrichment Center. Its non-profit mission is to equip students with the knowledge, skills, and resources they need to achieve their full potential as by leveraging lifelong learning toward becoming successful entrepreneurs sparking generational wealth.
Patricia Dawson, MEd., has over 24 years of early elementary teaching, coaching, and administrative experience. Her specialty is early literacy and numeracy coaching. Patricia routinely conducts best practices professional development for teachers and administrators. Patricia is also the co-founder of the Lost Arts Enrichment Center.
Erin Holmes, MEd, is over 10 years of experience in k-12 education, including serving as a 4H instructor and federal college-access grant manager. Erin is the founder and owner of Young Millionaires, a company that connects children to local entrepreneurs with curated day trips for two-way inspiration.
As a team, we bring the following to the table:
1. Strong community ties- A well-connected program within the community is more likely to receive support and resources from local businesses, community organizations, and individuals.
2. Strong leadership and organizational skills: our team is experienced and has the ability to plan and execute engaging math activities and lessons.
3. Passion for teaching and empowering teachers and students: our team has a passion for teaching and helping students succeed, as well as a commitment to empowering girls and promoting diversity in STEM fields.
4. Experience working with African-American girls: our team understands our students' unique needs and challenges from kindergarten to post-graduate.
5. Experience working in and with school districts, managing in-person and virtual after-school programs
6. Experience as social-impact entrepreneurs: our team has strong community ties. With that, schools, families, and community members are more likely to trust the program and offer support in various ways. This can lead to higher attendance and greater engagement from our participants.
- Support K-12 educators in effectively teaching and engaging girls in STEM in classroom or afterschool settings.
- Pilot: An organization testing a product, service, or business model with a small number of users
Currently our solution
Our team encompasses a group of highly motivated, passionate women seeking to advance our reach, impact, and skills from the world-renowned experts in the MIT Solve ecosystem. We very much desire to explore new areas related to increasing the number of girls, specifically black girls, in mathematics: rigorous classes, college majors, and career fields. The MIT Challenge offers a range of topics and people to learn from and advance with. We realize and endeavor to leave the community in which we serve in order for us to serve our community better.
We hope to develop a less emotional and more data-driven approach to applying social-impact initiatives to who, how, and where. With that, we do need additional capital to implement newly learned initiatives effectively. We would like to
Dr. Ameerah Bello, our Team Lead, is a form educator with Fulton Public Schools. She served 10 years as an educator and a high school college access program coordinator and has deep connections to the community on which our project is based. She has been a resident of this community for over a decade and is actively involved in various community organizations and initiatives. Through her non-profit work, she has amassed a strong network of community leaders. She advocates that she has cultivated over the years, which has allowed her to gain a deep understanding of the needs and challenges facing our community.
Being a former educator, Dr. Bello has also worked closely with local schools, community centers, and other organizations to develop programs and initiatives supporting community education and youth development. Through these efforts, she has built strong relationships with teachers, parents, and community leaders, which has helped her to understand the unique needs and challenges facing learners in our community.
Furthermore, Dr. Bello has worked closely with local businesses and employers to identify opportunities for our project to create jobs and economic opportunities for community members. She understands the local job market and has built relationships with employers committed to hiring and supporting local talent.
Overall, Dr. Bello's deep connections to the community, her experience working in the k-12 space with community organizations and leaders, and her understanding of the challenges of the local school system, make her well-positioned to lead our project and ensure that it is responsive to the needs and priorities of the community we serve.
Ameerah works with Atlanta Metro students and families helping them improve early math proficiency through her for-profit, Mathematician, jr., and her non-profit, The Lost Arts Enrichment Center.
By achieving the following impact goals, Math, jr aims to create lasting change in the lives of African-American girls. We want to equip them with the skills, confidence, and aspirations needed for success in mathematics and beyond. Our program seeks to empower African-American girls to become proficient in math, pursue STEM fields, and contribute to the larger goal of creating a more diverse and inclusive educational landscape.
Our program takes a unique and holistic approach to improving math proficiency among African-American girls, addressing the limitations of singularly focused approaches commonly seen taken by schools or other support agencies. By implementing these innovative approaches and specifically targeting African-American girls, our program has the potential to catalyze broader positive impacts within the education space. It can serve as a model for other educational institutions and programs seeking to address the unique challenges faced by African-American girls in math education. As our program gains recognition and success, it can influence curriculum development, teacher training, and educational policies to become more inclusive and culturally responsive. Ultimately, our aim is to create a more equitable educational landscape that empowers African-American girls in mathematics and beyond.
Instead of just focusing on skill development or individual deficits, we aim to create a comprehensive learning, exposing and skill-building experience by incorporating various elements:
- Skill Building through Play, Games, and Competition: We recognize that play and competition can be effective motivators for learning. Our program integrates interactive games, playful activities, and friendly competitions into the curriculum to make math engaging and enjoyable for African-American girls. By challenging the stereotype that these activities are not typically associated with females, especially African-American females, we empower the girls to confidently embrace their mathematical abilities.
Skill Building through Leadership: We adopt an "each-one, teach-one" approach, where girls who excel in math are encouraged to take on leadership roles. By teaching their peers, they reinforce their understanding of mathematical concepts while fostering a sense of responsibility and confidence. This peer-to-peer teaching model creates a supportive and collaborative learning environment.
Skill Building through Motivation: We incorporate incentives and rewards to motivate and recognize the girls' achievements. By celebrating their progress and providing tangible incentives, we instill a sense of accomplishment and encourage continued engagement and improvement in math.
Skill Building through Exposure and Relationships: We have already forged partnerships with high schools to identify female students who excel in math to serve as mentors and tutors for the program. These mentors provide guidance, support, and inspiration to the younger girls, fostering a sense of community and promoting positive role modeling. Additionally, we collaborate with non-profit organizations to connect with African-American women in math-related fields who can share their experiences as guest speakers and serve as guest judges for math-related competitions. This exposure to successful women in these fields helps broaden the girls' perspectives and aspirations.
Mathematician, Jr's impact goals for the next year and the next five years revolve around transforming African-American girls' lives with a focus on making understanding of the benefits of and their relationship with mathematics more positive.
Our specific impact goals are as extensive.
First, we wish to increase Math Proficiency: In the next year, we aim to significantly improve math proficiency among African-American girls, measured by standardized test scores and classroom performance. Over the next five years, our goal is to close the achievement gap between African-American girls and their peers, ensuring equal access to educational opportunities and success in math. Our after-school program will incorporate personalized learning, a culturally relevant curriculum, technology integration, mentoring, and community engagement to achieve this. We will continuously assess and refine our instructional approaches, tailoring our program to meet each girl's specific needs.
Next, it is hugely important to us to empower and build confidence in girls. Over the next year, we aim to foster confidence, self-belief, and a sense of empowerment among African-American girls. We want to see a notable increase in girls' self-perception, motivation, and willingness to take on math-related challenges within our club setting and later with the types of math classes they opt to enroll into. In the next five years, our goal is to cultivate a generation of young African-American women who are confident in their mathematical abilities and empowered to pursue STEM fields. We will provide mentorship opportunities, connect girls with successful African-American women in STEM, and create a supportive learning environment that encourages risk-taking and perseverance.
We also seek to inspire Long-term Educational and Career Aspirations: Our ultimate goal is to inspire long-term educational and career aspirations among African-American girls in STEM fields. Over the next year, we aim to see an increase in girls expressing interest in pursuing math-related subjects and activities. In the next five years, we strive to witness a significant rise in the number of African-American girls enrolling in higher education STEM programs and pursuing careers in math and related fields. To achieve this, we will provide exposure to STEM professionals, facilitate career exploration experiences /activities, and promote the visibility of successful African-American women in math-related careers.
Finally, we will establish partnerships with educational institutions, organizations, and industry leaders to achieve these impact goals. These partnerships will provide opportunities for scholarships, internships, and mentorship programs. We will track and measure long-term aspirations through surveys, college enrollment data, and tracking the career paths of program alumni.
We measure our progress toward our impact goals through a combination of quantitative and qualitative indicators. These indicators provide valuable insights into the effectiveness of our program and enable us to track our progress over time. Some specific indicators we use to measure our impact are as follows:
Math Proficiency Assessments: We regularly administer standardized math assessments to evaluate the progress of African-American girls in our program. These assessments measure their mathematical knowledge, skills, and problem-solving abilities. By comparing pre- and post-assessment scores, we can determine the level of improvement achieved by the girls over a specific period. This indicator helps us assess their math proficiency growth and the effectiveness of our instructional approaches.
Academic Performance: We monitor the girls' academic performance in their regular school settings. This includes tracking their math grades and class participation. By analyzing their academic progress and comparing it to their peers, we can gauge the impact of our program on their overall academic achievement.
Self-Assessment and Surveys: We employ self-assessment tools and surveys to gather feedback from the girls about their confidence levels, motivation, and attitudes toward math. These tools help us understand their perceptions of their own abilities and identify areas where further support may be needed. By tracking changes in their self-assessment scores and survey responses over time, we can measure the program's impact on their confidence, engagement, and mindset towards math.
Mentorship and Role Model Engagement: We assess the engagement and satisfaction of the girls participating in our mentorship and role model activities. This includes feedback from the girls themselves, as well as from the mentors and role models involved in the program. Evaluating the quality of the relationships formed and the support provided by mentors and role models helps us measure the impact of these interactions on the girls' motivation, self-belief, and aspirations.
Long-term Educational and Career Pathways: To evaluate the long-term impact of our program, we track the educational and career pathways of our program alumni. This includes monitoring the number of girls who enroll in higher education STEM programs, pursue math-related majors or careers, or engage in STEM-related extracurricular activities. Tracking these pathways provides insight into the program's effectiveness in inspiring long-term educational and career aspirations among African-American girls.
We base our theory of change on evidence from various sources, including research studies highlighting the impact of mentorship and role models, the importance of culturally relevant curriculum, and the positive outcomes of personalized and engaging learning experiences. We also gather data and feedback from interviews and assessments with our target population to inform and refine our approach.
By implementing our comprehensive program and addressing the specific challenges faced by African-American girls in math education, we expect to create a logical chain of activities, outputs, and outcomes that lead to a transformative impact on their math scores, self-belief, aspirations, and future opportunities.
Our solution aims to significantly impact the problem of low math scores among African-American girls. Here is a simplified explanation of how and why we expect our solution to create that impact:
Activities: Our after-school program incorporates a range of activities designed to improve math proficiency and empower African-American girls. These activities include personalized learning, interactive games, mentorship, exposure to successful role models, and culturally relevant curriculum.
Immediate Outputs: Through these activities, we expect to see immediate outputs such as increased engagement, improved math skills, enhanced confidence, and a positive mindset towards math. The girls will gain a deeper understanding of math concepts and develop problem-solving abilities.
Short-term Outcomes: As a result of these immediate outputs, we anticipate short-term outcomes such as improved performance on math assessments, increased participation in class discussions, and higher grades in math. The girls will also develop stronger self-belief, motivation, and a sense of empowerment in their mathematical abilities.
Intermediate Outcomes: Building on the short-term outcomes, we anticipate that the girls' improved math proficiency and confidence will lead to intermediate outcomes. These may include increased interest in STEM subjects, higher aspirations for pursuing math-related careers, and a greater willingness to take on challenging math-related tasks. The girls will start envisioning themselves as successful contributors in STEM fields.
Long-term Outcomes: Ultimately, our goal is to achieve long-term outcomes that have a lasting impact on the girls' lives. These outcomes may include a narrowing of the achievement gap between African-American girls and their peers, increased enrollment in higher education STEM programs, and greater representation of African-American women in math-related careers. The girls will become equipped with the skills, knowledge, and confidence to pursue successful careers in STEM fields and contribute to broader societal advancements.
Our solution is people-based and not tech-based.
- Hybrid of for-profit and nonprofit
Our solution team consists of one part-time executive director, and four contractor. The part-time executive director oversees strategy, operations, and coordination. The contractors bring specialized skills in areas such as teaching, leading groups, curriculum development, mentorship coordination, program evaluation, and community partnerships. The part-time staff members contribute to the implementation and success of our program. Though we have a small team, we work collaboratively to deliver a comprehensive and impactful program for African-American girls in mathematics education
Mathematician, Jr's team and organization have been actively working on our solution for a period of five years. Over this time, we have dedicated ourselves to developing and refining our program to effectively address the challenges faced by African-American students in math education. Through continuous learning, adaptation, and collaboration with stakeholders, we have evolved our approach to create a comprehensive and impactful solution. This length of time has allowed us to gather valuable insights, establish school and community partnerships, and implement evidence-based strategies that have contributed to the ongoing development and success of our solution.
By centering our focus on African-American females, we aim to create a nurturing and inclusive environment where they feel valued, empowered, and inspired to excel in mathematics. We recognize the importance of addressing the specific challenges they face and providing tailored support to ensure their success. Through our commitment to diversity, equity, and inclusion, we strive to make a lasting impact on the educational trajectory and opportunities for African-American females in mathematics and beyond.
All-in-all do do take measures to assure that we are aiming towards an inclusive and accessible environment. We have set explicit goals to increase the representation of African-American females within our organization. We aim to ensure that African-American girls see themselves reflected in our team, fostering a sense of belonging and inspiring them to pursue their full potential in mathematics. We continuously engage in learning and evaluation processes to ensure that our programs remain responsive to the needs and aspirations of African-American girls. We seek feedback from participants, their families, and the community to assess the effectiveness of our approach and make necessary adjustments to better serve the unique needs of African-American females. We incorporate culturally relevant content, stories, and role models to create a learning environment that affirms and celebrates their cultural identity. By providing relatable and inspiring examples, we empower African-American girls to excel in mathematics and pursue their aspirations. We employ inclusive recruitment practices that specifically target and engage African-American female candidates. We actively seek partnerships with organizations that focus on African-American girls' education and empowerment, leveraging their expertise and networks to attract talented individuals who share our commitment to diversity, equity, and inclusion.
Our leadership team recognizes the importance of representation and actively works towards including African-American women in leadership positions. We believe that having diverse leadership that reflects the communities we serve is crucial for understanding and addressing the specific challenges faced by African-American girls in math education.
Math, jr's business model revolves around providing value to African-American populations we serve, primarily primary school African-American learners, by offering targeted programs and services to improve their math proficiency and empower them academically. Our business model revolves around providing value to the populations we serve, primarily African-American families, by offering specialized programs and services that improve their math proficiency, relationship with math and empower them academically.
We offer a multitude of comprehensive math skill-building programs dedicated to improving math scores among African-Americans. We deliver our programs through in-person and remote classes, after-school sessions conducted in schools, or our dedicated facilities. We also leverage digital platforms to provide supplementary learning resources, online mentoring, and virtual engagement opportunities, ensuring accessibility and flexibility for our target audience.
Our revenue primarily comes from a combination of sources, including grants, sponsorships, individual donations, and partnerships with educational institutions and corporate entities that support our mission. We actively seek funding opportunities and collaborate with like-minded organizations to ensure the sustainability and scalability of our programs.
We track and measure our impact through a combination of quantitative and qualitative indicators. These include improvements in math test scores, increased confidence and engagement in mathematics, successful transitions to advanced math courses, and long-term educational and career outcomes for our participants. We also gather feedback from participants, parents, and educators to continuously assess and refine our programs.
- Individual consumers or stakeholders (B2C)
By diversifying our revenue streams and actively seeking sustainable funding sources, we aim to create a solid financial foundation that supports our work in the long term. Our commitment to financial sustainability will enable us to continue empowering African-American girls in math education and driving positive change within our communities. Currently, we actively pursue grants from foundations, government agencies, and philanthropic organizations that are aligned with our mission; in addition to actively seeking to establish partnerships with corporate entities that share our vision for empowering African-American girls in math education.
Beginning in 2024, we intend to explore opportunities to establish fee-for-service contracts with educational institutions, school districts, or other organizations seeking our expertise in improving math education outcomes for African-American girls. These contracts may involve providing training, curriculum development, or consulting services, which generate revenue to sustain our core programs.
As we grow and expand our reach, we will explore additional avenues for long-term sustainability, such as impact investment, endowment funds, or earned revenue through program-related enterprises. These strategies will help ensure financial stability and resilience in the face of changing funding landscapes.
The following examples demonstrate Mathematician, Jr's ability to secure grants from reputable foundations and generate revenue through fee-based services. We are proud of these accomplishments as they validate the value and impact of our work. Moving forward, we will continue to actively seek funding opportunities, expand our network of partnerships, and explore additional revenue-generating strategies to ensure the long-term financial sustainability of our organization.
We are proud to have received a $50,000 grant from VELA, a prominent foundation supporting education initiatives. This grant has provided significant financial support to our organization, allowing us to expand our programs, enhance our resources, and reach a larger number of families in which we serve.
Additionally, we have successfully secured a $10,000 grant from United Way of Greater Atlanta, a renowned nonprofit organization dedicated to improving the lives of individuals and communities. This grant has enabled us to further our mission and implement targeted initiatives to enhance math education for African-Americans.
We are grateful to have received a $5,000 grant from the Village Micro Fund, a local organization that supports grassroots initiatives. This funding has directly contributed to our program delivery and helped us provide quality educational experiences for our participants.
Our organization has generated over $20,000 in revenue through fee-based services. These services include providing specialized training and consulting to educational institutions seeking to enhance their math education programs. This revenue has bolstered our financial sustainability and allowed us to invest further in our core programs.
Founder/ Owner