Here is a list of organizations who embody AAMEP's mission, right down the street and across the state. If you'd like to explore them interactively in a zoomable map, click here.
African American Achievers Youth Corps, Inc.
IU Northwest Campus, Hawthorn Hall (Room 219)
The African American Achievers Youth Corps is a non-profit organization located in Gary, Indiana, and whose membership is currently comprised of over 160 African American boys in grades 6th through the 12th. There is an adult male membership, open to males from the Gary area with a minimum of a high school education and in good citizenship standing as well as an adult female membership, reserved for mothers and other females to serve as support. The program was started by State Representative and Indiana University-Northwest Professor Vernon Smith and Rev. Dwight Pointer.
The purposes of the Corps are to (1) promote self-esteem among African American males; (2) provide educational opportunities and motivation for African American males; (3) seek and/or provide employment opportunities for African American males; (4) provide counseling and guidance to African-American male youth; and (5) provide mentors for selected African American male youth.
Ball State University: Multicultural Center
325 North McKinley Avenue
Muncie, IN 47306
The Multicultural Center at Ball State University supports students with its culturally relevant activities and professionally trained staff. It represents a welcoming space for them to gather, relax, and develop a sense of belonging. It is a place for them to engage with intellectual interests in the study room or computer lab and is a space that promotes retention of students of color, particularly African American students.
The Multicultural Center offers a supportive space for students to study, discuss relevant issues that concern them, and resources such as the Malcolm X Library, which holds 1000 books, newspapers, magazines, and videos focused on the experiences of African-Americans. The Center also offers a computer lab, a large conference room, and a fully equipped kitchen. The Website states: "Since its founding in the early 1970s, the Special Programs house, as the center was once called, was Ball State's response to the request of African-American students who wanted a place on campus that was staffed by people sensitive to their feelings of isolation and alienation."
Boys to Men Bible Study - Light of the World Church
4646 Michigan Road
Indianapolis, Indiana 46228
Light of the World Church
The vision of the Light of the World Youth Program is to help our children learn to love and serve the Lord with all their hearts. One division of that vision is the Boys to Men Bible Study. The mission is not just to be a generation of religious individuals, but a generation with a sincere relationship with Jesus Christ; to develop youth into spiritual leaders whose lives will be directed by God; whose character and success will be a light unto their communities and the world. The youth of this organization are from the ages of 12 years to mid-20s. The older males tend to mentor and guide the younger. Some of the lessons taught include "God's Definition Of Manhood." The lesson speaks specifically towards black male youth currently embarking on college and emphasizes ways to achieve success.
Center for Leadership and Development
2425 Dr. Martin Luther King Blvd.
The mission of the Center for Leadership Development (CLD) is "to foster the advancement of minority youth in Central Indiana as future professional, business and community leaders by providing experiences that encourage personal development and education attainment." CLD's vision for developing youth; helping them set high meaningful goals; training them to responsibly handle peer pressure; and motivating them to pursue excellence rests on instilling in these youth, CLD's Principles for Success. The five core principles and values which CLD believes to be fundamental and vital to developing youth and preparing them for the highest levels of personal development, career success and an enriched overall quality of life are: Character Development, Educational Excellence, Leadership Effectiveness, Community Service, and Career Achievement. CLD has a few programs specifically focused on the achievement of African American youth which are summarized in the following sections.
Center for Leadership Development – Project Responsibility (Project MR)
2425 Dr Martin Luther King Jr Blvd.
PROJECT MR. (Male Responsibility) is a six week introduction to manhood. The program focuses on African American males in grades 7th to 10th and teaches how to set goals, make healthy choices about diet and exercise, work cooperatively , communicate effectively, handle pressures that lead to teen pregnancy and drug and alcohol abuse, and, perhaps most significantly, recognize the consequences of their choices before they make them. All of the sessions are facilitated by African American male adults in the professional world who are committed to seeing young black men succeed. The six week lessons to be completed to graduate from Project MR are as follows: I am Important-Becoming a Successful African American Male; Truth, Lies and Consequences; Education: a Passport to Your Future; I am Responsible for Taking Care of Me; I am Responsible for Taking Care of My Soul; and Putting it all Together.
Center for Leadership and Development – Success Prep Program
2425 Dr. Martin Luther King Blvd.
Success Prep is a program designed for students and parents as they transition from eighth to ninth grade. It supplements the guidance counseling that students receive in their local schools, provides positive role models, and uses a framework to help parents and students to understand the steps that are necessary, for success in high school and college. Parents and students participate in separate activities using the same curriculum. The program serves four student and parent cohorts in four three-hour sessions. By creating an environment where students can speak freely about achievement, facilitators provide an alternative culture, stressing high achievement and performance through self-regard, positive self-esteem, and a sense of purpose. Through this program, students learn that it's "cool" to be smart. The sessions are as follows: What is High School and Why is it Important; How to be Successful in High School and Why it is Important; The Transition from Middle School to High School to College to Career; What is College and Why is it Important: The Franklin College Visit.
Charles A Tindley Accelerated School
3960 Meadows Drive
Indianapolis, IN 46205-3114
The Charles A. Tindley Accelerated School is a public charter school for grades 6 through 12 located in the crime ridden Meadows area of Indianapolis. Despite its location and the fact 63% of the students receive free or reduced lunch, the principal and his staff have transformed an old Cub Foods store into a quality academic institution recently receiving the National Blue Ribbon award. Principal Marcus Robinson explains, "The sole purpose of Tindley is: to prepare graduates to apply, be accepted and excel at selective college and universities". This purpose defines Tindley's culture and motivates every member of the faculty, staff and student body. Tindley's enrollment is 99 percent African-American or multiracial and. Tindley does not offer transportation but has students enrolled from every school district in Indianapolis except Speedway.
The message of excellence resonates in all aspects of the Tindley experience. The school motto, Knowledge is Strength, is painted throughout the building, and as you enter the building, a mural displaying the importance of African Americans from slavery to present day welcomes students. Tindley students are referred to as scholars and classrooms are named after Ivy League institutions. Teachers have high expectations for the scholars and this communicated constantly throughout the day. Citing data which shows math and English proficiency increase the probability of academic success, middle school scholars are enrolled in two Math and two Humanities courses. Students who score below standards on the entrance or Istep must enroll in a third math or humanities course instead of an elective. Students attend extended school days from 8 to 5. Teachers are available on Saturday mornings for students who continue to struggle. Students who maintain 75% or above in every class receive early dismissal at 3. Scholars receive progress reports every Friday. Students are dismissed at noon on Friday for teacher and staff professional development. Tindley faculty members and administrators understand that all children have distinct strengths and challenges and are committed to providing every student the tools necessary to succeed. Robinson has the ability to get parents to understand the need for this type of dedication and commitment to academic achievement. Many teachers also are available for Saturday morning sessions.
Tindley student efforts have received acclaim locally, statewide and nationally for their efforts.
Tindley received the National EPIC Award from the United States Department of Education—one of seven charter middle schools to receive this honor.
The Indiana Department of Education honored Charles A. Tindley Accelerated School for exhibiting exceptional performance as a Distinguished Title I School in the category of closing the achievement gap between students in poverty and their wealthier peers.
The Indiana State Board of Education honored Tindley as a model site for Early College programs in the State of Indiana.
The Indiana Department of Education presented Charles A. Tindley with Four Star School status which placed Tindley in the top 25% of public schools in the State of Indiana
Emerson Visual Performing Arts (VPA) School
716 East 7th Avenue
Gary, Indiana 46402-2699
Gary Community Schools
Emerson Visual Performing Arts School is located in Gary, IN and is one of 28 schools in Gary Community School Corporation School District. It is a public school that serves 528 students in grades 6th -12th. The school has successful graduation rates that exceed the state average, with demographics strikingly different than that of the state's average. The demographics of Emerson VPA include: ninety-six percent African American, with a state average of 13%; 2% Caucasian, with a state average of 79%; a 1% Hispanic population, with a state average of 7%, less than 1% American Indian/Alaskan Native, less than 1% Asian/Pacific Islander, with a 1% state average. Emerson VPA serves 62% percent females, and 38% males. Counselors and teachers were interviewed to gain an understanding as to how Emerson VPA has the highest graduation rate in Gary Community School Corporation.
Most recent date 2010 Emerson VPA School had a graduation rate of 86%. The state of Indiana had a 77% graduation rate in 2010. Counselors report that about 80% (+/-) of students go on to college. On average, students graduate from Emerson VPA with a GPA averaging from 2-4.0. All students graduate with the core 40 diploma. Counselors and teachers contribute much of their success in graduating students to that of small class sizes, about a 1:21 ratio. Counselors report that due to the size of the student population, they are better able to follow the students; thus, the students receive more one-on-one attention; resulting in positive student/teacher relationships. The graduating class ranges from 60-70 students. With these numbers counselors are able to ensure that the students are successfully meeting their academic requirements.
Additionally, because Emerson VPA focus is on creative writing, bands, orchestra, vocal music, dance, theater, and technical theater; students must maintain grades of C average or better in order to participate in the extracurricular activities. Teachers report that students are excited about attending school, there are few fights, and for the most part the students value and appreciate their school. Another reason for success at Emerson VPA is its support from Friends of Emerson, a community group that provides outside resources in the areas of master musicians, dancers, and artists.
Giant Kings Program – Ben Davis High School
1200 North Girls School Road
Indianapolis, Indiana 46214
Giant Kings Clubs
The Giant Kings (GK) is a program hosted by Ben Davis High School located in the metropolitan school district of Wayne Township in Indianapolis, Indiana. The purpose of the program is to academically and socially engage African American male students into the school environment and increase their chances at academic success at the secondary and post-secondary levels. Expectations of participating are as follows: students are to celebrate knowledge of self; achieve academic excellence by obtaining an Academic Honors Diploma; succeed in four AP courses; develop community action plans to promote community leadership; become an upper class mentor to increase school leadership; engage in extracurricular activities; participate in study tables; and lead in the right direction.
The GK's are a dynamic and special group of young men that come together to teach each other that success does not mean disassociating with the Black community or being less than adequate in academics; the student participants believe they are leaders who acknowledge being academically equipped as a requirement of leadership. Additionally, GK's act as mentors to younger Black male students, grades 3rd -6th at Chapelwood Elementary School located in the same school district. The mentees are called the "Little Kings" and they meet the GK's every other Thursday from 2:30-4:15 where they discuss how to become a better student; what they all want to be when they grow up; how to be leaders; how to be academically successful; and how to truly live up to their "Kingly" potential.
Motivate Our Minds
2023 E. Highland Avenue
Muncie, Indiana 47303-3229
Started in 1987 by two African American mothers for their own children and a handful of others in their Muncie neighborhood, Motivate Our Minds has grown over the years to benefit the lives of thousands of 1st through 8th grade students in Muncie and Delaware County. The initial goal of mothers Mary Dollison and Raushanah Shabazz was to use African-American history to their small group as a motivating tool for reading. Currently, Motivate Our Minds is a non-profit organization housed in a 2800 square foot, beautifully renovated facility (it started out in Dollison's living room) that offers after-school tutoring and enrichment activities "right in their neighborhood." The enrichment activities include technology-based instruction in economics, Kiwanis K-Kids, scouting, one-on-one and small group instruction in reading, mathematics, and language arts, a green-space project developed in the courtyard area, and Growing Entrepreneurs, a summer program offering hands on activities, peer tutoring, creative projects, and educational enrichment.
In May 2010, Executive Director Monique Armstrong reported that the students enrolled at MOM had mastered 753 Indiana State Standards at 80% or better and have shown an average math gain of one year and one month. Although the program is located in the same low-income, primarily African-American neighborhood where Dollison and Shabazz first started the organizations, students are drawn from several communities. Approximately 65% of the students are African-American.
At the secondary school level, grades, 6th through 8th, students are engaged in homework help as well as after-school instructions. These secondary school students have access to computers, and in the brief interviews of two African-American male students and one Latino student, there is a high level of satisfaction with the classroom and classroom teacher. All of the teachers hired are certified.
MOM built relationships with a number of corporate partners including Ball State University, Ball State Federal Credit Union, Ball Memorial Hospital, Cornelius and Mary Dollison, Kohl's, First Merchants Bank, Mutual Bank, and several others. The partnership with Ball State University includes the site as placement for Elementary Education majors. There is an extensive student volunteer services program, with over 219 volunteers totaling 3,500 service hours in the 2009-2010 academic year. A partnership with Muncie Community Schools has created an established transportation program and CAPE.
Founded in 1989, Posse identifies public high school students with extraordinary academic and leadership potential who may be overlooked by traditional college selection processes. Posse extends to these students the opportunity to pursue personal and academic excellence by placing them in supportive, multicultural teams—Posses—of 10 students. Posse partner colleges and universities award Posse Scholars four-year, full-tuition leadership scholarships. Depauw University is one such of those partner colleges. DePauw University is a small private college located in Greencastle, Indiana, a 45 minute drive west of Indianapolis. The participants included 7 African American males' students from major cities around the country including: New York, Chicago, and Atlanta.
These students are excelling on campus, graduating at an impressive rate of over 90 percent, and fast becoming leaders in the workplace. President Barack Obama selected the foundation to receive a portion of the president's $1.4 million Nobel Peace Prize award money. Through their presence, Scholars help to increase the numbers of African American, Asian, Latino, and other students from diverse backgrounds in the student populations at Posse partner institutions. Posses help the retention of non-Posse students who are not part of the majority culture by fostering an inclusive campus community.
SAAB – Indiana State University
Terre Haute, Indiana 47809
SAAB @ ISU
The Student African American Brotherhood (SAAB) is a dynamic organization established to assist African American males to excel academically, socially, culturally, professionally, and in the community.
SAAB is comprised of male students who strive for academic excellence and make a commitment to plan, and implement programs that benefit their community at large. We encourage our participants to embrace leadership by being positive examples for each other through a strong commitment to academic achievement, brotherhood, and community service.
The Indiana State University SAAB chapter is comprised of two components: the SAAB student organization and the SAAB program office, an administrative office on campus. These two components work together to increase the retention and graduation rate of African American males on campus.
Ten Steps Rites of Passage Program of Boys & Girls Clubs of Northwest Indiana
(Gary, Hammond, and East Chicago)
Lincoln D Ellis, President/Chief Executive Officer
Boys & Girls Clubs of Northwest Indiana
Boys & Girls Clubs of Northwest Indiana; the Gary, Hammond, and East Chicago Katherine House Club sites, have adopted Ten Steps Rites of Passage Program, founded by the late Ronald F. Johnson. Johnson was a former gang member and graduate of Columbia University who developed self-esteem and community building projects for students over much of his lifetime, and whose coveted success with the Ten Steps program for teen fathers led to its adoption by the State of California Department of Education.
Although the program has since been expanded to encompass a range of racial/gender groups, the original program was adopted by Boys & Girls Clubs of Northwest Indiana in 2004, and first implemented at the East Chicago Katherine House Boys & Girls Club site for African American boys in grades 7th through 12th in that community. The program, then, was added at the Hammond and Gary Boys & Girls Club sites in 2005 through a grant from the McCabe Fund of Lumina Foundation. All three of these club sites expanded the project with the assistance of a Federal grant (with the inclusion of males as young as 10 years old).
According to Lincoln D. Ellis, president and CEO of Boys & Girls Clubs of Northwest Indiana, the three clubs integrated the program operations staffing each site with a Ten Steps Rites of Passage Coordinator whose core duties include working with parents, mentors, and program participants. With the support and backing of a Council of Elders, a Mentor Council, and a Parent Council, the goal of the program is to "follow these young men when they enroll until they graduate" (L. Ellis, February 4, 2011). Ten Steps Rites of Passage also teaches participants to extend beyond the program, to "be their brothers' keeper" as one of the young men stated during an interview, and thereby, learn to take care of each other and make a better world for Black males in the future.
On a week-by-week basis, young men of the program (18 in each of the 3 clubs) take part in the Ten Steps curriculum designed to assist participants in making a successful transition from adolescence to adulthood. The "ten steps" of the program are designed to equip participants with the capacity to be successful in school and achieve an understanding of self (e.g., individual potential, esteem, vision for the future, etc.), history (e.g., family background, genealogy, African ancestry, etc.), and relationships (e.g., dealing with conflict, honoring elders, women, etc.). These features represent only a portion of the program goals. The "ten steps" that comprise the program include: personal, spiritual, historical, physical, mental, emotional, economic, social, political, and cultural.
100 Black Men of Indianapolis, Inc - Team Mentoring Program
3901 N. Meridian Street, Suite 10
Indianapolis, IN 46208
100 Black Men of Indy, Inc
100 Black Men is a national organization started in 1963 by a spirited and conscience group of Black men who represented a cross-section of New York City. They were dedicated to the goal of directing their community through the turbulence (and positively, the consciousness-raising) of the times. The organization has more than 100 chapters world-wide and is based in Atlanta, Georgia. The Indianapolis chapter began in 1984. Its mission statement reads, "Black men giving real time to positively impact the development of youth in our communities." The Team Mentoring Program started during the 2007-2008 academic year and is directed by Robert Marshall. Two adult males (typically one younger and one older) are assigned a group of seven 5th graders which they meet every other Friday during lunch time at the children's school.
This program was the result of focus group meetings with teachers and administrators in order to address the needs of 5th grade boys. The salient need was manhood. As Mr. Marshall reported, "They reported that the boys don't know the roles and responsibilities of a man, and so that became the focus of our curriculum." Mr. Marshall considers the first year of the program a success: the program started with 125 students in 7 different schools. They achieved their baseline goals. The mentoring included a program whereby mentors would address topics like being a good friend, to the duties of a man and the roles of a man, and also team work.