About Me
- Baba Bullard
- Baba Kevin Bullard serves as the Executive Director for the Afrikan Centered Education Collegium Campus, an independent Pre K-12th grade public contract school situated in a multiplex of three building on a unified 40 acre campus. Baba Bullard has authored and conducted professional development in Afrikan Centered curriculum and design, culturally relevant strategies and approaches, educational leadership, Afrikan Centered learning assessments, human relations, teacher training, and Afrikan centered pedagogy. His current project involves developing an accreditation, credentialing and licensure process for teachers and institutions demonstrating excellence in Afrikan Centered Education practices. His other interests include social, ethnic and cultural research areas that relate to human development, child development, urban educational school reform and transformational systems. He is currently pursuing an Ed.D in Educational Administration through the University of Missouri, Kansas City’s Division of Urban Leadership and Policy Studies in Education.
Monday, October 31, 2011
Afrikan Centered Pedagogy and Excellence
Just as the sands of time flow through the hourglass of our human history, the educational footprints left by our ancestors have also shifted with the winds of time. As we glance back over our shoulders to mentally map the direction of our current time, space and location. We can reflect forward using a Sankofa schema to recapture cultural means of best practices. The wisdom teachings throughout ancient Afrika provide us with a wide range of in-depth perspectives in educational theory, deep level knowing and transmissions for excellence. In ancient Kemet (Egypt) the standards of Seba (teaching and learning) produced distinct educational goals for guided practice and independent study. Seba instituted innovations in educational theory and meta-conscious abilities that transformed the learner into new heights of power thinking. The Seba teacher training academies viewed extended thinking as essential to expand beyond contemporary brain-based multiple intelligences. Seba recognized deep level knowing existed beyond the layers of traditional scope and sequence content. Seba rigor used power teaching to engage in cosmic consciousness and universal mindsets. The dynamics of Seba became the catalyst for transcontinental and intergenerational transmissions that developed profound intellect, sacred knowledge, and interspersed wisdoms across the Diaspora. Actually the Seba based system became the foundations for pedagogy, theory and praxis. We should realize that the accomplishments of our ancestors whether we call it the Weheme Msu (repetition of births) of Kemet. The Nyansa Nsaa Da (wisdom cannot be exhausted) of West Afrika or Level Five "Aduno So" Afrikan Centered Deep Thought from the Dogon, the sand prints of our ancestors can still be found in our pursuit for educational excellence.
Sunday, October 30, 2011
Friday, October 28, 2011
An Afrikan Ancestor: Respected, Revered and Remembered
Baba Bullard on Ancestors Day.
What is an ancestor? In the Afrikan tradition an ancestor is someone who not only made their transition from the living world into the sacred world, but someone who made the world they lived in sacred with their contributions. In the Afrikan tradition an ancestor is someone who gave meaning to living through their gifts, talents and contributions into the family, village, society and living world. Someone who was able to adjust to all the great pressures in life and still produce great things. Someone who accomplished impressive achievements with the life that they were given. Someone who stood up and stepped up when others stooped low and sat down. Someone who was willing to fight for the things that they believed and sacrifice if necessary their life, but not their beliefs. Someone who had vision when others closed their eyes in fear. Someone who spoke truth to power and accepted the consequences for their bold actions. Someone who made history, rather then turn their back to moments in history. Someone who faced death with a smile and an understanding that their life work had now been completed. Someone who without hesitation walked into the darkness of the unknown. Someone who at the darkest hour helped others to see the light with their life’s actions. Someone who never gave up, who never gave in, and who never gave away the gifts of our collective struggle. Someone who lived a life with a sense of purpose and knew the shortness of living, in fulfilling their life destiny. Someone who was humble with their wisdom, a servant to the good of humanity, a protector for justice and a person at peace, a tireless worker who worked with courageous consciousness, a good heart and a good name. Someone whose name though not always spoken will never be forgotten in memory and whose works are archived for eternity. In the Afrikan tradition we acknowledge the life and the legacy of our ancestors, so that the circle of life will never be breached or broken. Realizing and recognizing that we are in fact the living representation of our ancestors. So on Ancestors Day, we boldly proclaim and remember that anything that our ancestors were able to achieve, we in fact can achieve also. We are biologically, physiologically, energetically and genetically the sum total of our ancestors’ existence. Our ancestors made the sacrifices and lived their lives without looking back to ask permission. They understood it was their time and turn to do what they did. It is now our time to become the new leaders of this generation. Just as our ancestors understood their time, birthright, ancestry, moment, space and opportunities, we must accept that this is our time. If we turn our backs to our calling, we may forever miss this opportunity. We are the ones that have been called forth to finish the work that was waiting to be completed. Our ancestor are watching and waiting. I am striving to do my part. I understand why I am here. We are collectively striving together to do our part. We understand that we stand on the shoulders of those who came before us and what is at stake. The critical question is, “Are you ready?” “Do you understand?” The ancestors are watching and waiting! What will you say to them? What will be your answer? Are you going to be a history maker or a history taker? The choice is yours. What will you do?
Thursday, October 27, 2011
Wednesday, October 26, 2011
Tuesday, October 25, 2011
Wednesday, October 19, 2011
Tuesday, October 18, 2011
Public Education Funding Facts
FAST FACTSQuestion:
How much money does the United States spend on public elementary and secondary schools?
Response:
School districts had total expenditures of approximately $596.6 billion in 2007–08, including about $506.8 billion in current expenditures for public elementary and secondary education. Of the remaining expenditures, nearly $65.8 billion was spent on capital outlay, almost $15.7 billion on interest payments on debt, and $8.3 billion on other programs (including programs such as community services and adult education, which are not a part of public elementary and secondary education).
After adjustment for inflation, current expenditures per student in fall enrollment at public schools rose during the 1980s, remained stable during the first part of the 1990s, and rose again after 1992–93. There was an increase of 37 percent from 1980–81 to 1990–91; a change of less than 1 percent from 1990–91 to 1994–95 (which resulted from small decreases at the beginning of this period, followed by small increases after 1992–93); and an increase of 32 percent from 1994–95 to 2007–08. In 2007–08, current expenditures per student in fall enrollment were $10,297 in unadjusted dollars. In 2007–08, some 55 percent of students in public schools were transported at public expense at a cost of $854 per pupil transported, also in unadjusted dollars.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2011). Digest of Education Statistics, 2010 (NCES 2011-015), Table 188 and Chapter 2 .
| Current expenditures per pupil in fall enrollment in public elementary and secondary schools: Selected years, 1961-62 through 2007-08 | ||||||||
| School Year |
Current expenditures in unadjusted dollars
|
Current expenditures in constant 2008-09 dollars1
| ||||||
| 1961-62 | $393 | $2,808 | ||||||
| 1970-71 | 842 | 4,552 | ||||||
| 1980-81 | 2,307 | 5,718 | ||||||
| 1986-87 | 3,682 | 7,105 | ||||||
| 1990-91 | 4,902 | 7,857 | ||||||
| 1995-96 | 5,689 | 7,904 | ||||||
| 1996-97 | 5,923 | 8,002 | ||||||
| 1997-98 | 6,189 | 8,214 | ||||||
| 1998-99 | 6,508 | 8,490 | ||||||
| 1999-2000 | 6,912 | 8,765 | ||||||
| 2000-01 | 7,380 | 9,048 | ||||||
| 2001-02 | 7,727 | 9,309 | ||||||
| 2002-03 | 8,044 | 9,482 | ||||||
| 2003-04 | 8,310 | 9,586 | ||||||
| 2004-05 | 8,711 | 9,754 | ||||||
| 2005-06 | 9,145 | 9,865 | ||||||
| 2006-072 | 9,679 | 10,178 | ||||||
| 2007-08 | 10,297 | 10,441 | ||||||
2 Revised from previously published figures.NOTE: Beginning in 1980-81, state administration expenditures are excluded from "current" expenditures. Current expenditures include instruction, student support services, food services and enterprise operations. Beginning in 1988-89, extensive changes were made in the data collection procedures.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2011). Digest of Education Statistics, 2010 (NCES 2011-015), Table 190.
Related Tables and Figures: (Listed by Release Date)
- 2011, Digest of Education Statistics 2010, Table 184. Students transported at public expense and current expenditures for transportation: Selected years, 1929-30 through 2007-08
- 2011, Digest of Education Statistics 2010, Table 185. Current expenditures for public elementary and secondary education, by state or jurisdiction: Selected years, 1969-70 through 2007-08
- 2011, Digest of Education Statistics 2010, Table 186. Total expenditures for public elementary and secondary education, by function and state or jurisdiction: 2007-08
- 2011, Digest of Education Statistics 2010, Table 188. Total expenditures for public elementary and secondary education, by function and subfunction: Selected years, 1990-91 through 2007-08
- 2010, The Condition of Education 2010: Education Expenditures by Country
- 2010, The Condition of Education 2010: Public School Expenditures
- 2010, The Condition of Education 2010: Public School Expenditures by District Poverty
- 2010, The Condition of Education 2010: Variations in Instruction Expenditures
- 2011, Projections of Education Statistics to 2019
- 2010, Education Finance Statistics Center (EDFIN): This site provides access to finance information on public elementary/secondary education.
- 2010, International Activities Program: This site reports on the state of education in the United States and other nations.
- 2009, Common Core of Data (CCD) District Fiscal Reports: These reports contain data on revenues and expenditures per pupil made by school districts.
- 2009, Common Core of Data (CCD) State Fiscal Reports: These reports contain state totals of revenues and expenditures. This includes revenues by source and expenditures by function and object, and current expenditures per pupil and instructional expenditures.
- 2007, Status of Education in Rural America
Early Childhood Literacy Development
Question:
Do you have any information on family reading to young children?
Response:
The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) collected information on a cohort of children who were born in 2001 and focused on several aspects of early childhood development, including interactions between young children and their families and the ways by which parents raise, nurture, and prepare their children for school. For the first three waves, data were collected on the children as infants (at about 9 months old), then as toddlers (at about 2 years old), and again as preschoolers (at about 4 years old). At each age, between one-third and one-half of these children were read to daily by a family member. In addition, approximately one-fourth of children at each of these ages were told stories daily and between one-half and three-quarters were sung to daily.
In general, at all ages, a higher percentage of White children had family members who read to them daily than did children of other races/ethnicities. Also, a higher percentage of Asian children were read to than Hispanic and American Indian/Alaska Native children at all ages, and than Black children at ages 2 and 4 (with rates not measurably different at 9 months of age). Forty-one percent of White, 26 percent of Asian, 23 percent of Black, 21 percent of Hispanic, and 18 percent of American Indian/Alaska Native 9-month-olds had family members who read to them daily.
Overall, a smaller percentage of children in poverty were read to, told stories, or sung to daily by a family member than children at or above poverty. In general, levels of maternal education were positively related to the percentage of children who were read to, told stories, or sung to daily. A smaller percentage of children whose families spoke a language other than English in the home were read to, told stories, or sung to daily than children whose families spoke primarily English in the home.
SOURCE: U.S. Department of Education, National Center for Education Statistics (2009). The Condition of Education 2009 (NCES 2009-081),Indicator 2.
| Percentage of 9-month-olds, 2-year-olds, and 4-year-olds read to, told stories, and sung to daily in a typical week by a family member, by child and family characteristics: 2001–02, 2003–04, and 2005–06 | |||||||||
| Characteristic | Read stories to | Told stories | Sung to | ||||||
| 9-month-olds | 2-year-olds | 4-year-olds | 9-month-olds | 2-year-olds | 4-year-olds | 9-month-olds | 2-year-olds | 4-year-olds | |
| Total | 32.5 | 45.3 | 38.6 | 27.2 | 28.0 | 22.8 | 73.5 | 67.6 | 49.7 |
| Sex | |||||||||
| Male | 32.0 | 43.2 | 37.5 | 27.4 | 26.8 | 21.6 | 72.6 | 64.6 | 44.5 |
| Female | 33.1 | 47.5 | 39.7 | 27.0 | 29.4 | 24.1 | 74.5 | 70.8 | 55.2 |
| Race/ethnicity1 | |||||||||
| White | 40.7 | 59.3 | 50.5 | 31.0 | 32.3 | 25.6 | 74.9 | 69.9 | 50.7 |
| Black | 22.6 | 24.7 | 20.5 | 23.9 | 20.9 | 19.0 | 73.2 | 68.5 | 54.3 |
| Hispanic | 21.4 | 27.2 | 23.3 | 21.1 | 22.7 | 19.0 | 70.3 | 62.6 | 45.0 |
| Asian | 26.4 | 42.2 | 38.1 | 24.7 | 31.1 | 27.4 | 70.1 | 60.9 | 40.5 |
| Pacific Islander | 19.6! | 27.8! | 35.8! | 38.9! | 39.7! | 30.4! | 81.3 | 84.7 | 53.8 |
| American Indian/Alaska Native | 18.5 | 29.8 | 25.3 | 22.9 | 22.7 | 17.5 | 63.7 | 55.5 | 45.2 |
| Two or more races | 35.3 | 47.2 | 39.5 | 29.5 | 29.4 | 20.6 | 81.5 | 70.2 | 56.2 |
| Poverty Status | |||||||||
| In poverty | 22.3 | 27.9 | 21.3 | 24.3 | 22.6 | 20.6 | 67.3 | 63.3 | 47.4 |
| At or above poverty | 35.8 | 50.7 | 44.3 | 28.2 | 29.8 | 23.6 | 75.6 | 68.9 | 50.5 |
1 Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). The Condition of Education 2009 (NCES 2009–081),Table A-2-1.
Related Tables and Figures: (Listed by Release Date)
Other Resources: (Listed by Release Date)
- 2010, Early Childhood Longitudinal Study (ECLS): This survey includes three longitudinal studies that examine child development, school readiness, and early school experiences.
- 2010, National Household Education Surveys Program (NHES): This site provides access to publications and data on learning at all ages, from early childhood to school age through adulthood.
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