AYA Educational Institute

...because ignorance is captivity

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Sundays@Seven: Open House & L.E.A.P. Intro

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Sundays@ 7PM Eastern

By Phone: 213-416-1560, Pin: 2 776 739# or

By Webinar: http://www.anymeeting.com/ayateach

Log in and watch, listen, talk  chat  from anywhere in the world. Learn about how our fall programs full time, part time, weekend academy and our new L.E.A.P program


7PM - 7:15 Current Educational Topic #1 AYA's Collegiate Compliment

5 Theories and Falsification of Afrikan Consciousness

7:15 - 7:30 Question - Answer #Section One

7:30-7:45 The AYA Way - Key AYA Educational Feature:

7:45- 8:00 Question and Answer Section Two Showcase of Fall School Offering

8:00-8:30 L.E.A.P. Q&A sign up and registration  (L.E.A.P. - www.ayaed.com/leap)


Fall Weekend tutorials:

Math Clinics:

  1. Foundational
  2. Advanced
  3. Customized Private Tutorial
Language Arts:
  1. Reading Club - Books / Online / Video
  2. Creative Writing
  3. 5 Paragraph Essay
Computer Programming:
  1. Raspberry Pi (Programming)
Visual Arts:
  1. Photography
  2. Cinematography


Interested? Come to the open house Sunday's 7pm. (Click Here)

Volunteers and AYA Ambassadors @ 3pm

Help us help others who need an AYA Education


2013-2014 Academic Year

  • Middle and High School classes start - Tues. Sept. 3rd and end on Friday, June 13th, 2014
  • Weekend Schools Starts  Saturday Sept. 21st


Daily Week-Day Schedule:


  • School opens @ 8:15 Monday-Friday Message from Principal
  • Students report to LEAP sites or log into the Conference room.
  • Morning guardian sessions @ 8:20-9:55
  • Morning academic courses @ 9:00-10:30 | Break | 10:45-12:15
  • Lunch  12:15-12:45
  • Afternoon guardian sessions @ 12:45-1:25 pm
  • Afternoon academic courses @ 1:30-2:25 | 2:30-3:00|
  • School Ending Session 3:00-3:40


After School Tutoring Schedule: (other subjects by appointment)


  • 4:00-5:00 pm - Photography  to Academic Excellence
  • 5:00-6:00 pm - Foundational Math Clinics
  • 6:00-7:00 pm - Foundational Language Arts Clinics
  • 7:00-8:00 pm -  As Needed

Weekend Academic Schedule:


  • 9:00 AM -10:30 AM
  • 10:30AM -12:00 AM
  • 1:00 PM - 2:30 PM

Sunday Evenings Educational Series

  • 7PM Eastern





I'll leave the Web Conference Links active.

Web Conference Links Here(have your web cam ready)



Last Updated on Wednesday, 30 July 2014 22:33

Ida B. Wells Day

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SSchool family - Students, teachers, parents,


Did you know that tomorrow is an AYA school holiday? Please check the school calendar: http://ayanetwork.com/ayaschool/calendar.php


We don't take president's day; we do honor those who deserve it.

Mama Afiya says that I can't require it, so you have an extra credit.  Use it as a day on... on IDA B Wells.  Learn about her.  For extra credit, see questions and resources below. Post your answers to the questions on the Wiki.  Also, email them to me @  This e-mail address is being protected from spambots. You need JavaScript enabled to view it .  If you have questions, please call me at 404.201.2356

Answers due by close of school. You can collaborate, but you are responsible for knowing all information you post.
You must answer all the questions in section 1,
 and choose 2 questions from section 2.
Section #1:
  1. Who was IDA B Wells? (birth, birth context, description, life significance)
  2. What was her pen name?
  3. When did she serve the National Afro-American Council? What was her role?
  4. What in her background or experience led to her fighting for justice?
  5. What's the line in one of AYA's pledges that refers to her? Why do you think she was chosen?



Section #2:  in addition to the questions above, answer at least two of  these below:
  1. Who did she sue? Why? If it were you, would you have sued?
  2. See where your family time line  intersects with IDA Wells' lifeline. She lived from 1862 to 1931. Check your family time line to see if anyone was born anytime during that period. If so, who? What do you or your family know about them ( for example - name, character, significance to the family, community, etc.)?
  3. Write a short  Kiswahili or French dialogue as if you are talking to sister Wells.
  4. Why do you think she supported or was opposed to the organization that came out of the Niagara Movement?
  5. IDA B. Wells published The Red Record. It's a small yet significant publication. It's here: [http://instruct.westvalley.edu/kelly/Distance_Learning/Online_Readings/Wells_Barnett.htm

        and here: [http://www.digitalhistory.uh.edu/learning_history/lynching/wells2.cfm]

        Please answer the following questions relative to it.


  1. According to Wells-Barnett, what were the reasons for lynching in the South?
  2. Why had the reasons changed over time?
  3. What did Wells-Barnett hope to accomplish with this publication?  How?
  4. If what Wells-Barnett wrote about was common knowledge, why would her editorials provoke such threatening reactions?



6. Assuming that lynching was designed to instill fear in Black people then, what is used to instill fear in us now. Please explain. In this light, why is IDA B. Wells' work so important?



And others that you may find

Wekesa O. Madzimoyo,


Last Updated on Tuesday, 23 February 2010 12:37

US Students Lag Behind in Math & Science 2004

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WASHINGTON (AP) -- Compared with their peers in Europe, Asia and elsewhere, U.S. 15-year-olds are below average when it comes to applying math skills to real-life tasks, new test scores show.

math literacy 2004

The U.S. students were behind most other countries in overall math literacy and in every specific area tested in 2003, from geometry and algebra to statistics and computation.

The latest scores from the Program for International Student Assessment also show that white U.S. students scored above average, while blacks and Hispanics scored below it. That achievement gap has become the focus of federal education policy.

Education Secretary Rod Paige called the new scores a "blinking warning light" as the Bush administration seeks to raise expectations and expand testing in high school.

The international test is not a measure of grade-level curriculum, but rather a gauge of the skills of 15-year-olds and how well students can apply them to problems they may face in life. It also aims to give the United States an external reality check about how it is doing.

One expert who reviewed the scores, Jack Jennings of the independent Center on Education Policy, said the test is more a measure of how math is taught than what students know. Many U.S. math classes teach analytical or theoretical thinking, not everyday math application.

"You could have American kids knowing more math, it's just that they may test lower than other countries because their learning is not geared toward practical application," he said.

By comparison, scale scores on the United States' own math test, the National Assessment of Educational Progress, have risen sharply for fourth-graders and eighth-graders since 1990. That test, however, differs in its content and in that it is geared by grade, not by age.

The international assessment measures math, reading and science literacy among 15-year-olds every three years. This time, the main focus was math.

Among 29 industrialized countries, the United States scored below 20 nations and above five in math. The U.S. performance was about the same as Poland, Hungary and Spain.

When compared with all 39 nations that produced scores, the United States was below 23 countries, above 11 and about the same as four others, with Latvia joining the middle group.

"We cannot afford to let the skills of our students fall behind the skills of students in other nations," said Joseph Tucci, chairman of the education task force of the Business Roundtable, an association of chief executive officers from major U.S. corporations. The business group is calling for a renewed national commitment to science and math education.

The test is run by the Organization for Economic Cooperation and Development, a Paris-based intergovernmental group of industrialized countries. The top math performers included Finland, Korea, the Netherlands, Japan, Canada, Belgium, Switzerland and New Zealand.

Compared with peers from the OECD countries, even the highest U.S. achievers -- those in the top percent of U.S. students -- were outperformed.

U.S. scores held steady from 2000 to 2003 in the two math subject areas tested in both years. But both times, about two-thirds of the major industrialized countries did better.

Less clear is why, officials acknowledged.

Deputy Education Secretary Eugene Hickok said at a news conference Monday that contributing factors included too few qualified math teachers and not enough effort to engage students in math at an early age.

Private researchers and the federal government will help reveal some underlying lessons for the United States by doing more analysis of the numbers, said Robert Lerner, commissioner of the Education Department's National Center for Education Statistics.

Compared to 2000, there was no measurable change in the reading performance of U.S. students, or in the nation's average standing when compared to other OECD countries.

There was no change in science, either, in terms of the performance of U.S. students. But the U.S. score in science has now fallen below the international average.

Copyright 2004 The Associated Press. All rights reserved.This material may not be published, broadcast, rewritten, or redistributed.

Last Updated on Friday, 27 November 2009 02:34

Sunday Discussion & Open House

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Click on the School Conference/Class room links on the Menu to your left. Use Room #2 No password required.

Learn about our new 

  •  Aero Space Club ( Learn more on Sundays @3pm)
  • AYA Book Club

Then, check out the challenging courses that our full and part-time students take. 

  • 5 Theories - What if you had to write your theory of devine reality, of personality? Our students are. Join us.
  •  Doing Asa - What is you had to write a world-view and analysis of the new movie - AVATAR based on Nana Baffour's ( Asa G. Hilliard, III') analysis of ET? Then, you'd be DOIN' ASA.
  • French from an Afrikan Perspective! How do you learn the language of former and current oppressors without learning to revere them or their culture. How could French-From-An-Afrikan-Perspective help us unravel the events of Haiti? 
  • More...

Mis-education is key to this process of alienation. 


Often students are either alienated from the community in the process of becoming "educated," or they are alienated from the subject (poor grades, low skill), if they choose to stay connected to our community. Either way - we loose, and those alien to our community are served. Yes, to we serve them royally! Let's reverse that. Come to our Sunday Educational Discussion and Open House.
All you need is computer and speakers. A head phone is a plus, so you can talk and type.


Download the conference room link and come on it. 
Call 404 201 2356

if you have difficulty.




Last Updated on Monday, 22 February 2010 21:22

New Music Video and Student Music Impromptu

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AYA founders - Afiya and Wekesa  in a Kelly Love Jones video!

Check it out! It's all "FOR YOU."



Students Jammin' too!



Last Updated on Monday, 05 October 2009 22:44
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New AYA Home-School Collective sites allow solve key problems with traditional home-schooling
  • Parents can continue to work . It no longer requires that one parent stay at home or that both parents work part time.
  • Students are not left home alone while the parent(s) work.
  • Students are not physically alone
  • Parents are still intimately and integrally involved in the educational process.
Learn more about AYA's Home-School Collective sites. See if one is forming in your area or see what you need to do to form one.
Attend the Mukanda Demonstrations and Info Sessions Sunday @4:00 PM EST
Come in person (1083 Columbia Dr. Decatur, GA 30083) or via our live conference room. Questions or Problems? Call: 404.292.9002