ICESC • About Us

About Us

Our Mission

To collaborate with parents and students to creatively design educational opportunities that lead to enhanced academic success for students of color throughout the African Diaspora.

Our Core Values

All Stakeholders in a community must highly value academic achievement and be involved in
improving teaching and learning.
All Stakeholders have an invested wealth in the social, cultural and intellectual development of all children, but especially those children that historically are on the bottom of the educational realm.
All Stakeholders must participate in implementing the research that provides evidence to support the growth in healthy development and academic achievement of historically underserved populations.
All Stakeholders must examine the issues, practices, policies, and conditions in their communities that accelerate or impede the academic performance of African American children.
Accountability must be community driven, with Stakeholders partnering with academicians and experts in the education of African American.
Children, as well as with educators, and school officials in reviewing and monitoring the performance and outcomes of public and charter.
Schools that receive local, state, and federal tax dollars. Stakeholders must also be primary.
Partners in crafting solutions for their failing and under performing schools.

Key Focus Areas

Current Key Focus Areas

Indiana Council on Educating Students of Color (ICESC) has made significant progress in enhancing student academic performance in English Language Arts (ELA) and Social Studies through its targeted afterschool programs and experiential learning opportunities. Key accomplishments include:

Afterschool Literacy Initiatives: The afterschool program has incorporated literacy-focused activities that engage students in reading comprehension, vocabulary development, and critical analysis. These activities include guided reading sessions, peer discussions, and essay-writing workshops that align with state standards in English Language Arts. As a result, participating students have shown marked improvements in reading and writing assessments, with a particular increase in analytical and interpretative skills.
Integrated Social Studies Curriculum: The program's curriculum is designed to integrate Social Studies with project-based learning that encourages students to explore historical events, social justice themes, and civic engagement. Recent projects have included in-depth studies of key historical figures and events, such as the Civil Rights Movement, and their impact on contemporary society. This approach has resulted in a deeper understanding of Social Studies content and has enhanced students' ability to connect historical knowledge with current social issues.
Field Trips and Experiential Learning: The trip to Selma, Alabama serves as a living classroom for students to engage directly with the history they study in Social Studies classes. This experience allowed students to connect classroom learning with real-world historical sites and primary sources, further solidifying their grasp of historical concepts and their relevance today. Feedback from students and educators indicates an increase in student engagement and comprehension of both ELA and Social Studies standards.
Outcomes: Throughout the program year ICESC collected iReady diagnostic data and data from the Reading Revolution curriculum to track student progress. Across students served, 77.25% of students increased iReady Reading scores with an average increase of 28.9 points per student with students increasing as high as 81 points. In iReady math, 90.24% of students increased scores with an average increase of 21.4 points and a maximum increase of 81 points. For Reading Revolution, 80% of students increased their scores with an average increase of 18% with students increasing as much as 39%.

Previous Key Focus Areas

Literacy [1]: To answer the call for the needs identified by the 16 cities, Literacy Center's were established from 2008 to 2014 in conjunction with the Indiana District #4, AME Church, in the following cities: Gary, South Bend, Anderson, Indianapolis, Seymour, Jeffersonville, and New Albany, Indiana. Members of the Indiana Council implemented a million dollar 21st Century Community Learning Center Grant awarded to NCEBC which provided service to six (6) schools in the Metropolitan School District of Lawrence Township from 2010-2014. Over 36 educators, for four (4) years, delivered instruction to improve literacy skills, engaging 300 students in an after-school setting. Five (5) of the schools’ state report card grade improved from "D and "F" to "A and "B". Total students served across the state: 630. In 2016, The Indiana Council on Educating Students of Color re-energized after the National Council on Educating Black Students closed their national office in Indianapolis. International Initiative : " Breaking The Chains of Illiteracy for Children of the Diaspora" is a joint partnership with 16th Episcopal District, AME Church Schools. (See our Programs) or click on the following link: Breaking The Chains of Illiteracy for Children of the Diaspora to download the brochure.
Issues of Diversity [2]: As a result of State Representative Gregory Porter's "Cultural Competency Legislation" a partnership with Indiana University School of Education was formed to conduct a cultural audit process. A staff development grant from Metropolitan School District of Lawrence Township was implemented by Indianapolis educators, Indiana University PHD candidates and National Council on Educating Black Children Executive staff to review cultural competency in 25 schools. Each school received a report as well as a presentation to the school board.
Parental and Community Support [3]: Meetings were held with parents and community groups in Northern, Central and Southern Indiana. A parent newsletter, "Good Choices" was distributed along with books on Black Males and the establishment of a radio show hosted by local Indiana activist on issues impacting the education of Black Students.
Data and Dissemination [4]: The Indiana Council Partnered with The African American Equity Project at Indiana University for data collection/presentation and evaluation of our programs in Indiana.
Advocacy and Policy [5]: Indiana Council members met with Superintendents, Principals, and Community groups in Indiana (Gary, Elkhart, South Bend, Indianapolis and New Albany) to discuss policies and laws that impact the education of Black Males. Other topics under discussion include Growth Model, opposition to third grade test scores without state funding for early childhood. Education, inclusion into school structure, cultural competency for all staff members, and alternative models for teacher certifications (increase African American Teachers in public and charter schools). School Districts across Indiana supported the Indiana Council, Indiana educators and parents working in large numbers for the past 10 years to participate in NCEBC Conventions (i.e. NCEBC 2015 Convention held in Indianapolis, 450 attendees, hosted by 7 area School Districts), conferences, trainings.

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