Education

Math Skills and Black Culture Come Together at CBAC

LOS ANGELES SENTINEL — Like many parents, Pastor James Thomas of the Living Word Community Church, and his wife, Mona, aimed to place their children in a private school with the expectation that they would receive an exceptional education, and have the best chance possible of thriving in college. But once their children were enrolled in a private school, the Thomases were deeply disappointed to see how the Black students were treated.

Published

6 years ago

July 29, 2019

Oakland Post

By Imani Sumbi

Like many parents, Pastor James Thomas of the Living Word Community Church, and his wife, Mona, aimed to place their children in a private school with the expectation that they would receive an exceptional education, and have the best chance possible of thriving in college. But once their children were enrolled in a private school, the Thomases were deeply disappointed to see how the Black students were treated.

“We had no idea that in the minds of the folks in the Valley, and in this particular private school that we were involved in, that it was like the ‘60s almost,” Pastor Thomas says. “[There was] a lot of racism [and] a lot of stereotyping.”

Even their own children, who were all excellent students, were not immune to the underlying prejudice. Pastor Thomas got on the board of the school in an attempt to exact change, but found his voice was not being heard.

Eventually, the Thomases concluded that the culture of the private school system was not conducive to the success of Black children, and many Black children were simply tolerating the prejudice for fear that they would get in trouble if they spoke up.

If they wanted to give these children the attention and care they deserved, they would have to take it into their own hands. So, with the help of their church, the Thomases launched their own educational program, which would later become the Culturally Based Algebra Camp (CBAC).

“We started this because we felt like, even though Black folks are moving to the Valley hoping to get a better education, these people are treating us as if we don’t even deserve respect or dignity,” says Mr. Thomas.

When the Thomases first got the idea to start an after-school educational program, it was not actually a math camp at all. It started as a weekly Saturday morning tutoring session for students attending public and charter schools in the San Fernando Valley. The prevailing sentiment among those who attended was that they did not enjoy school, and they especially dreaded math classes.

Realizing that these children needed much more support and encouragement than could be provided in a weekly study group, the Thomases transformed these sessions into an Algebra-focused camp. Now, it runs five days a week, from 8 a.m. to 1 p.m., for six weeks each summer at CHAMPS Charter High School of the Arts in Van Nuys. The camp serves the first through the 12^thgrades, which are divided into five classrooms. Third graders are the only children who get their own classroom apart from any other grades, and for good reason.

“Usually, Black students, especially Black boys, are excelling in school until they get to grade three,” says Mr. Thomas. “At grade three, they begin to decline. And so, we decided to separate them out and work specifically with them so that wouldn’t happen.”

While the camp’s main objective is to prepare students to do well in Algebra 1 and more advanced math levels, it is anything but a typical summer program. As its name implies, the Culturally Based Algebra Camp prides itself on contextualizing lessons within the historical origins of mathematics and specifically its connection to Africa.

“Our motto is, you’ve got to be able to do math because you invented it,” says Pastor Thomas. “And so, what these students find out is not only did we invent math, but just about everything else. And so, most of what the world celebrates started with us. We show them that.”

In addition to being a pastor, Mr. Thomas is also a professor of Pan-African studies at Cal State LA. He says he repeats many of the same lectures he would give to his college students to the children at CBAC. Each morning, when the first students begin to arrive, he talks to them about a variety of topics including cultural appropriation, HBCUs, Black Greek letter organizations, post-traumatic slave syndrome, reparations, medical apartheid and slave religious customs.

“I don’t dumb it down for them,” he says. “Some of it is over their heads, and that’s fine.”

What is important, he says, is that these children are exposed to their culture and history from a young age so that they can feel proud of their heritage and assured of their abilities to excel academically — something many of the campers truly seem to take to heart.

“I’m learning about how Black people have invented many things and knowing that my culture is a pretty smart culture and they have done a lot of things for this world,” says Donovan, a 14-year-old student. “So, it’s nice to know that, and nice to see that I come from a culture with rich history.”

CBAC campers play football during recess. (Courtesy Photo)

However, the cultural discussions at CBAC are not solely focused on the past. The camp is also a safe space for students to air their thoughts about the current political and racial climate.

“The year that Trayvon Martin was killed, we wanted to know how the kids were feeling about that,” says Mrs. Thomas. “So, there was a whole discussion about that, just so that the kids could have clear perspective and have an opportunity to voice whatever it was that they felt about that.”

The Thomases say the enthusiasm that CBAC students show in dedicating themselves to showing up each day and practicing their math skills is truly stunning. It goes entirely against the stereotype that Black children are uninterested or unskilled in academic performance.

Martha, 16, has been coming to CBAC since she was in fourth grade.

“Before I came to camp, math was not really my friend,” she says. “I didn’t really understand much of what was happening and sometimes my teachers were going too fast or they were not explaining it thoroughly. But then, when I started coming here, and I started learning more, I feel like math is now one of my strongest subjects.”

She is now preparing to take the SAT next year and says she wants to become a pediatric surgeon.

Kruse, a 7-year-old student, likewise had only positive things to say about how the camp has impacted his learning.

“I think it’s pretty good,” he says. “I haven’t learned multiplication or division yet, so I’m starting to get the hang of that and I’m thinking that I can take this stuff over to school and I’ll be probably smarter than other kids.”

Since the camp’s inception, countless parents have praised the program, attesting that their children have not only gained confidence in their math skills but have also developed a greater appreciation and pride for their identity as African Americans.

Shade Mokuolu has two children, a 9-year-old and a 10-year-old, who are returning to the camp for their third year. She appreciates that CBAC keeps their minds busy and engaged during the summer so they will be right on track when they go back to school.

BAC students create projects to show the connection between African history and mathematics. (Imani Sumbi / Los Angeles Sentinel)

“The moment they came, and they saw other kids like them, they started making friends, [and] they loved it,” Mokuolu says. “It’s also a very unique program because it helps them to connect to their roots [and] their heritage as African Americans. They do a lot of projects here that help them to connect with who they are, they study different parts of the world, [and] they study history.”

While CBAC holds its students to high academic standards, the Thomases espouse the philosophy that “parents are the most important component,” and they are held to equally high requirements in terms of their involvement in their children’s success at the camp and beyond. They must attend workshops and meetings throughout the summer to learn more about CBAC and stay updated on college admission requirements such as standardized testing and the FAFSA. They even take a pledge promising to help their children maintain a positive self-image, resolve issues in the household that may hinder academic achievement, limit unhealthy use of electronics and do everything in their power to help their children flourish.

If there is one thing the Thomases hope to accomplish through this program, it is that their students will never feel as though they have to accept racial intolerance in order to succeed academically – exactly what the Black students at the private school their own children once attended, seemed to feel.

“The one thing that I want them to take away is that when they fight, they win,” says Pastor Thomas. “I say that because I think we’re in a place now that we can’t just take for granted that people are going to do right by us. We have to make demands and we have to push for those demands. I hope that they will fight to go to college, that they will fight to get access to the classes that they need and that will help them to grow.”

To learn more about CBAC, contact Pastor James and Mona Thomas at info4cbac@gmail.com

This article originally appeared in The Los Angeles Sentinel.

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OPINION: Supreme Court Case Highlights Clash Between Parental Rights and Progressive Indoctrination

At the center of this controversy are some parents from Montgomery County in Maryland, who assert a fundamental principle: the right to shield their children from exposure to sexual content that is inappropriate for their age, while also steering their moral and ethical upbringing in alignment with their faith. The local school board decided to introduce a curriculum that includes LGBTQ+ themes — often embracing controversial discussions of human sexuality and gender identity.

Published

3 weeks ago

May 19, 2025

Oakland Post

Craig J. DeLuz. Courtesy of Craig J. DeLuz.

By Craig J. DeLuz, Special to California Black Media Partners

In America’s schools, the tension between parental rights and learning curricula has created a contentious battlefield.

In this debate, it is essential to recognize that parents are, first and foremost, their children’s primary educators. When they send their children to school — public or private — they do not surrender their rights or responsibilities. Yet, the education establishment has been increasingly encroaching on this vital paradigm.

A case recently argued before the Supreme Court regarding Maryland parents’ rights to opt out of lessons that infringe upon their religious beliefs epitomizes this growing conflict. This case, Mahmoud v. Taylor, is not simply about retreating from progressive educational mandates. It is fundamentally a defense of First Amendment rights, a defense of parents’ rights to be parents.

At the center of this controversy are some parents from Montgomery County in Maryland, who assert a fundamental principle: the right to shield their children from exposure to sexual content that is inappropriate for their age, while also steering their moral and ethical upbringing in alignment with their faith. The local school board decided to introduce a curriculum that includes LGBTQ+ themes, often embracing controversial discussions of human sexuality and gender identity. The parents argue that the subject matter is age-inappropriate, and the school board does not give parents the option to withdraw their children when those lessons are taught.

This case raises profound questions about the role of public education in a democratic society. In their fervent quest for inclusivity, some educators seem to have overlooked an essential truth: that the promotion of inclusivity should never infringe upon parental rights and the deeply held convictions that guide families of different faith backgrounds.

This matter goes well beyond mere exposure. It veers into indoctrination when children are repeatedly confronted with concepts that clash with their family values.

“I don’t think anybody can read that and say: well, this is just telling children that there are occasions when men marry other men,” noted Justice Samuel Alito. “It has a clear moral message, and it may be a good message. It’s just a message that a lot of religious people disagree with.”

Justice Amy Coney Barrett raised a crucial point, noting that it is one thing to merely expose students to diverse ideas; it is quite another to present certain viewpoints as indisputable truths. By framing an ideology with the certainty of “this is the right view of the world,” educators risk indoctrination rather than enlightenment. This distinction is not merely academic; it speaks to the very essence of cultivating a truly informed citizenry.

Even Justice Elena Kagan expressed concern regarding the exposure of young children to certain materials in Montgomery County.

“I, too, was struck by these young kids’ picture books and, on matters concerning sexuality, I suspect there are a lot of non-religious parents who weren’t all that thrilled about this,” she said.

Justice John Roberts aptly questioned the practicality of expecting young children to compartmentalize their beliefs in the classroom.

“It is unreasonable to expect five-year-olds, still forming their worldviews, to reconcile lessons that conflict fundamentally with the teachings they receive at home,” he said.

As was noted in my previous commentary, “The Hidden Truth In The Battle Over Books In American Schools”, what lies at the heart of these debates is a moral disconnect between the values held by the majority of Americans and those promoted by the educational establishment. While the majority rightly argue that material containing controversial content of a sexual nature should have no place in our children’s classrooms, the education establishment continues to tout the necessity of exposing children to such content under the guise of inclusivity. This disregards the legitimate values held by the wider community.

Highlighted in this case that is before the Supreme Court is a crucial truth: parents must resolutely maintain their right to direct their children’s education, according to their values. This struggle is not simply a skirmish; it reflects a broader movement aimed at reshaping education by privileging a state-sanctioned narrative while marginalizing dissenting voices.

It is imperative that we assert, without hesitation, that parents are — and must remain — the primary educators of their children.

When parents enroll a child in a school, it should in no way be interpreted as a relinquishment of parental authority or the moral guidance essential to their upbringing. We must stand firm in defending parental rights against the encroaching ideologies of the education establishment.

About the Author

Craig J. DeLuz has almost 30 years of experience in public policy and advocacy. He has served as a member of The Robla School District Board of Trustees for over 20 years. He also currently hosts a daily news and commentary show called “The RUNDOWN.” You can follow him on X at @CraigDeLuz.

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Gov. Newsom and Superintendent Thurmond Announce $618 Million for 458 Community Schools Statewide

The initiative aims to break down barriers to learning by providing essential services such as healthcare, mental health support, and family engagement alongside quality education. This round of funding marks the final phase of the CCSPP grants, which have already provided support for nearly 2,500 community schools statewide.

Published

3 weeks ago

May 19, 2025

Oakland Post

State Superintendent of Public Instruction Tony Thurmond. File photo.

By Bo Tefu, California Black Media

California Governor Gavin Newsom and State Superintendent of Public Instruction Tony Thurmond announced today the approval of over $618 million in funding to support 458 community schools. The funds were unanimously approved during the May meeting of the State Board of Education and are part of the state’s $4.1 billion California Community Schools Partnership Program (CCSPP), the largest of its kind in the nation.

Governor Newsom emphasized the importance of these schools in providing comprehensive resources for families, stating, “California continues to find and support innovative ways to make schools a place where every family and student can succeed.”

Superintendent Thurmond highlighted the positive impact of these community schools, noting, “Our Community Schools continue to serve as exemplars of programs that activate resources across the whole school community to educate the whole child.”

The initiative is part of California’s broader effort to transform public schools, including expanding access to free school meals, universal transitional kindergarten, and comprehensive teacher support. The funds awarded on May 7 will help schools address foundational needs such as early childhood education, mental health services, and family engagement.

The CCSPP was established in 2021 and expanded in 2022. With today’s allocation, the program has provided funding to a total of 2,500 schools, benefiting some of the most underserved communities in the state. The initiative continues to prioritize the health and well-being of students, which research has shown is key to academic success.

To get more information about the California Community Schools Partnership Program, visit the CDE’s community schools’ webpage: www.cde.ca.gov/ci/gs/hs/ccspp.asp.

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Childhood Literacy Bill Supported by NAACP and CTA Moves Closer to Becoming California Law

“This legislation is essential, important progress, and it reflects agreement and robust consensus on ways to provide educators the evidence-based tools they need to support California’s diverse students,” Rivas said in an April 30 statement. “We must make sure every child, no matter their background, has the opportunity to become a confident and thriving reader.”

Published

3 weeks ago

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Oakland Post

California Teachers Association Legislative Advocate Patricia Rucker, EdVoice CEO Marshall Tuck, Asm. Blanca Rubio (D-Baldwin Park) and Asm. Al Muratsuchi (D-Torrance) listen to public comments at an Assembly Education Committee hearing for AB 1454 on May 1. CBM photo by Antonio Ray Harvey.

By Antonio‌ ‌Ray‌ ‌Harvey‌, ‌California‌ ‌Black‌ ‌Media‌

The Assembly Committee on Education passed previously stalled legislation after an agreement was struck to strengthen early childhood literacy efforts in the state by equipping educators with the necessary tools and training.

Assembly Bill (AB) 1454, authored by Speaker Robert Rivas (D-Hollister), Assemblymember Al Muratsuchi (D-Torrance), and Assemblymember Blanca Rubio (D-Baldwin Park), unanimously passed out of committee with a 9-0 vote.

The evidence-based reading instruction bill, supported by the National Association for the Advancement of Colored People (NAACP) California-Hawaii State Conference, now moves on to the Committee on Appropriations for review.

AB 1454 would require the California Department of Education to identify effective professional development programs for educators primarily focused on teaching reading in transitional kindergarten through fifth grade.

It also requires the State Board of Education to adopt updated English language arts and English language development instructional materials. Additionally, the Commission on Teacher Credentialing would be required to update school administrator standards to include training on how to support effective literacy instruction.

The legislation was authored and introduced by Rubio as AB 2222 last year. She said was designed to implement evidence-based methods, also known as “the science of reading,” a scientifically-based research approach that advises how pupils are taught to read.

The bill stalled in April 2024 when the California Teachers Association (CTA) and other education stakeholders opposed the bill, questioning a mandate that would have required all school districts to standardize instruction and required training.

Rubio reintroduced the bill as AB 1121, but it too failed to advance, prompting Rivas to create AB 1454. After multiple rounds of negotiations, an agreement was made that reading instruction training would be discretionary.

Patricia Rucker, a legislative advocate for the CTA and former State School Board of Education member, said the agreement reached required each party involved to make concessions about implementation.

“Reasonable people can disagree on reasonable things, but we also can show the world how you can disagree and come together,” Rucker said during the hearing held at the State Capitol Swing Space. “We’re committed to continuing the work on this bill to keep the bill moving forward.”

Rubio said she was close to surrendering the fight for the bill, stating that the process “by far, has been the hardest thing that I have ever done in nine years as a legislator.”

“Sometimes I was ready to walk away,” she said, “but for the coalition (of supporters), parents, family members, and of course, our Speaker, for finally sitting us down and saying, ‘Get it done. Get it done.’”

Marshall Tuck, the CEO of EdVoice, told California Black Media that one-third of states have integrated evidence-based reading instruction into their early literacy policies and have done so with measurable success.

“Reading is a civil rights issue, and it demands urgent action,” Tuck said. “There are a lot of challenges that go into reading, but this is a big step forward.”