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The Baltimore Curriculum Project (BCP) is a nonprofit organization that operates three public charter schools in Baltimore City: City Springs School, Hampstead Hill Academy and Collington Square School. BCP converts struggling, high-poverty schools into high-performing charter schools by implementing research-based instructional methods and the BCP/Core Knowledge Curriculum.

BCP's mission is to develop, successfully implement and spread an innovative, sustainable and replicable model of educational reform that will improve student outcomes while affecting systemic change. In doing so, BCP will raise the educational standards and possibilities for Baltimore City disadvantaged youth.

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In This Edition:
SPOTLIGHT: Math Education


James Milgram

Interview with Mathematics Professor James Milgram

Dr. R. James Milgram is a professor of mathematics at Stanford University. He is on the board of directors for the National Board for Education Sciences, the NASA Advisory Council, and is a member of the Achieve Mathematics Advisory Panel. He is currently one of the directors of the new National Comprehensive Center for Instruction.

From 2002 to 2005, Professor Milgram headed a project funded by the U.S. Department of Education that identified and described the key mathematics that K-8 teachers need to know. He also helped to direct a project partially funded by the Thomas B. Fordham Foundation that evaluated state mathematics assessments.

He is one of the four main authors of the California Mathematics Standards, as well as one of the two main authors of the California Mathematics Framework. He is also one of the main authors of the new Michigan and new Georgia mathematics standards. Among other honors, he has held the Gauss Professorship at the University of Goettingen and the Regent’s Professorship at the University of New Mexico, and has published over 100 research papers in mathematics and four books, as well as serving as an editor of many others.

He currently works on questions in robotics and protein folding. He received his undergraduate and master’s degrees in mathematics from the University of Chicago, and a Ph.D. in mathematics from the University of Minnesota.

Why has the California Math Framework been so controversial?

There is a 7 year cycle on standards and frameworks in California. The 1992 framework and standards were so controversial and the results were so poor that enormous pressure had been put on the State to speed up that cycle.

 In 1996 enabling legislation was passed to start this process. Then the Department of Education setup a standards commission in collaboration with the legislature and the state board of education. A framework commission was also setup. The two commissions worked relatively independently of each other.

About five of us at Stanford’s Department of Mathematics were very much involved. We were watching the process and tentatively trying in indirect ways to get advice to people. Ralph Cohen was appointed to the framework committee, but none of us were involved in the Standards committee.

After the Standards Committee had produced a set of standards, they were given to the State Board of Education for final approval. We had been talking to and advising a number of members of the State Board, so they brought the standards to us to look at and we were just appalled.

It was counted up later that there were over 100 major mathematical errors in that document - complete misunderstandings of what was going on.

As a result, a hearing was held by the State Board. Ralph Cohen, Gunnar Carlsson, mathematicians at Stanford, Dick Askey from the University of Wisconsin at Madison, and I testified. After that the Board asked us to revise the Standards, acting as consultants for the Board.

What were some of the weaknesses of the previous California Math Frameworks?

I should start out by saying that mathematics isn’t a continuum. There’s mathematics and there’s non-mathematics and there’s absolutely nothing in between. I think we were all implicitly making the assumption that what was being taught in the schools was actual mathematics.

I came to learn and I think we all came to understand later that much of what was being taught in the schools was not mathematics. And then the question becomes how does that happen? The answer is that it happens when people who don’t know the subject but have other missions and motivations take it over.

What do you mean by missions and motivations?

I was in school in the late 1940s through the mid-1960s. At that time mathematics was only thought to be important in specialized areas. It wasn’t a major focus. What was a major focus in instruction was that all kids were able to learn to a very solid level how to work with numbers – the basic operations of arithmetic.

The reason was that in commerce and day to day living they needed that kind of skill continuously. Since they didn’t have readily available technology at that time, they had to actually be able to do calculations by hand and do them fairly accurately. That was what was taught, but mathematics itself was not regarded as an essential subject. Only for the very small minority of people doing things like the hard sciences or engineering.

Over time mathematics became ever more central to what people had to be doing in their day to day lives and in the workforce. Not just arithmetic, but actual mathematics. These days if you look at a production line, it’s almost inevitably a robotic production line. The skills involved in working with a robotic production line are far different than they are if you are manually carrying an item from one place to another.

Such a line is characterized by short production runs and constantly reconfiguring and changing the line. That means reprogramming robotic mechanisms. In order to do that you have to have a really solid background in algebra, because that algebraic type of thinking is what’s involved in programming.

That’s just one example. If you look at the information technology that really has taken over our age you should realize that all of this is just a physical realization of mathematics. It’s simply become absolutely essential that students have qualifications in mathematics to get anywhere in the workforce. Just to survive at more than a subsistence level.

But this means that mathematics has become a social “good.”  As such, there are people who believe that what is important is simply a piece of paper that says a student has successfully sat through a math class.  They do not necessarily think that there is actually any content that needs to be learned.

You mentioned calculators. Why is the mathematics community so negative about calculator usage in the early grades?

The answer is that first of all, we’re not negative about calculator usage per se. In fact, we don’t have any problem with using technology to do calculations. Where we have a problem is more basic. Mathematicians universally agree that mastery of early arithmetic is the essential foundation for developing mathematical competency. It is certainly true that mathematics at the highest levels does not involve arithmetic, but arithmetic is the foundation for what we do.

Without that mastery, which can only be developed through thoroughly understanding what is going on, you will never get anywhere. So what we try to say and what we strongly believe is that in the early grades calculator usage interferes with the development of that mastery.

We are not against calculators, but we are strongly against them in the early grades and more than that, our reaction is, if somebody is a teacher or somebody is standing out there telling me that students can use these calculators to do their calculations and substitute that for the development of numerical skills, then my reaction is very simple, these people literally have no idea what they are talking about.

Some states use tests that are not aligned with the California Framework. Schools or districts that want to use textbooks that are aligned with the Framework still need to be held accountable to state tests. What would you recommend for these schools?

You’re kind of stuck between a rock and a hard place, aren’t you? I evaluated one of the Maryland state exams and found that it was one of the exams with the usual 20-25% incorrect problems. So I don’t know what you’re testing in Maryland; it’s certainly not mathematics.

Why do the philosophies of mathematicians and educators seem to vary so widely?

The people holding the power in the education community today hold the belief that the major function of the public schools is to keep children out of the workforce.

The recollection is the horrors of child labor from the 19th century. The objective was to keep them out of the workforce as children, but that was it. They also believe that kids should have a good time in school because implicit in their belief is the conviction that kids will not have a good time as adults.

That’s shocking to me. I’ve read about the Math Wars, but I’ve never hear that viewpoint expressed.

The debate in the Math Wars was between math educators and mathematicians. Somehow the people in the education schools proper stayed out of it. But when you come right down to it, you have to deal with the people in the education schools.

Ultimately and what really was remarkable to me when I got to know a number of these math educators is they were consistently telling me of their feelings of powerlessness. We were assuming they were the ones that are responsible. They don’t necessarily agree with us 100 percent, but they agree with us a lot more than you would expect.

This type of agreement reminds me of the paper you co-authored, “Reaching for Common Ground in K-12 Mathematics Education.” Did the “Common Ground” discussions bring the mathematics and math education communities closer together?

Yes and no. There is common ground with most of the serious math educators in the country. The math disagreements with them are much smaller than you would expect. But the direct outcomes that were hoped for by math educators were not produced. They thought that when mathematicians and math educators finally got to talk with each other that the mathematicians could help the math educators.

That has not materialized because it turns out that we have a common enemy: the educations schools proper. One might say they have their hearts in the right place and there are many competent people there, but the overall philosophy of the education schools is incompatible with what either the math educators or the mathematicians want.

Is this due to the philosophy that school’s main purpose is to keep children out of the workforce and keep them entertained and happy?

Yes, I believe that.

Despite the resistance of the education schools, has the increased communication between the communities had any concrete results?

Things are very much in a state of flux. What we need is a more educated workforce. We have to have that in order to remain competitive. And the real question is how do we develop an educated workforce given the realities of the world as we see it now.

Common Ground has really facilitated communication between the math education community and the mathematicians.  We are talking to each other now in a way we haven’t done for probably 50 to 100 years.

For example, next month National Council of Teachers of Mathematics (NCTM) will roll out something they call the Focus Topic, direct recommendations from NCTM of what instruction should look like in grades pre-K through 8. It looks nothing like what you might expect.

Typically if you look at state standards in third and fourth grade you’ll see 65 or even 85 separate topics listed in each grade. NCTM says that 60-80% of instruction time in each grade in mathematics should be devoted to three topics, which will differ from grade to grade.

This is almost exactly what the math community has been saying for years and years. Indeed, the very able mathematician Sybilla Beckman at the University of Georgia was a key author of the Focus Topic.  Roger Howe at Yale and I were outside evaluators.

Previous to Common Ground, the NCTM had not dealt with mathematicians at our level and not dealt with them as the outside evaluators for any project in a very long time. So I would say that Common Ground has had a huge effect within this community.


The Math Wars

Math Wars

Written by Phil Folkemer, BCP SES Program Director

The Cold War, more than any other conflict before it, was at heart a war of minds and ideas.  When the Soviets launched the world’s first man-made satellite into space in 1957, policy makers and citizens alike began to fear that the U.S. was falling behind the Soviet Union in science and technological advances.  The U.S. was terrified of the new technological threat and decided that, in order to close the supposed Soviet scientific advantage, our early education system needed a drastic overhaul.  Enter: New Math.

Created in the early 1960s, New Math was an attempt to keep up with the increasing educational demands of a changing world.  Emphasizing mathematical structures over specific skills, it did away with rote learning and scaled back instruction in arithmetic and other traditional basics.  It hoped to expose students to a wider range of mathematical ideas, readily sacrificing a few right answers for what proponents hoped would be a more holistic understanding of abstract mathematical concepts.1

Unfortunately, the new system didn’t work.  Teachers barely understood it, students failed at it, and a backlash began to grow against it.  Opponents openly derided New Math as “Fuzzy Math.”  By the early 1980s, a new battle over mathematics education was beginning.

One of the most important battlegrounds was in the nation’s largest school system: California.  Knowing public opinion was beginning to turn against them, California’s New Math advocates (at this time somewhat ironically called Progressives) published three new influential works on early mathematics education.  The California Department of Education published a Framework for California Schools in 1985 and a revised version in 1992, and the National Council of Teachers of Mathematics (NCTM) produced the Curriculum and Evaluation Standards for School Mathematics in 1989.

These three documents further solidified the new math movement.  They advocated a further scaling-down of traditional pencil-and-paper arithmetic and, for the first time, promoted a greater use of calculators in primary and secondary schools.2

In response, California’s traditionalists (as those opposed to New Math were called) spread their own ideas, publishing influential works in newspapers and academic journals around the country.  They advocated a return to a more traditional approach to mathematics education: a rigorous study of arithmetic and precise mathematical tasks, specific and defined curricula, and the solving of mathematical questions without the aid of calculators.  From 1995-1999, the two sides would battle it out in the schools, the state legislature, and the court of public opinion.

During that time, California’s universities began to notice the negative effects of years of New Math in their entering freshmen classes.  In a mere eight years, the California State College System saw a leap from 22% to 52% of remedial math among incoming students.3

It was around this time that I was finishing my undergraduate study in mathematics at the University of Maryland, College Park.  There I was teaching a class of Calculus I and a class of Calculus II students as part of a mathematics scholarship.  I found that many of my students, despite being brilliant and dedicated, were struggling in rather unexpected areas.  Students would successfully complete the integration of a complex system, only to get stuck trying to simplify the resulting algebraic equation: “x2 + 2x +1.”  I witnessed students using TI-82 calculators to solve arithmetic problems such as “10 x 10” or even “7 + 1.”  This lack of basic algebra skills and reliance on calculators left them with something less than a complete understanding of the subject matter.

There are no shortcuts to mathematics education.  We must build a foundation: securely, concretely, and patiently.  Without this, nothing else will stand.  Students need to learn arithmetic without calculators: not just because it has always been done that way, but because it is essential for understanding number relationships on a more sophisticated level later on.

This was the heart of California’s traditionalist movement.  To teach fewer things, but to teach them better.  To not move on just because most of the students understand most of the time.  To build mastery, not simply familiarity.  To create a structure that will not crack but grow as more weight is piled upon it.

Eventually the traditionalists won their battle, and the guidelines for mathematics education developed by a panel of university level mathematicians and scientists as well as educators and policy makers became the state-wide norm—the 1999 California Math Framework.  The 1999 Framework provided, among other things, an approved list of textbooks supporting the traditionalist approach.  Included on that list is Connecting Math Concepts, the texts used in the Baltimore Curriculum Project’s charter schools.

In California, the positive effects of these changes were evident almost immediately.  In 1998, the final year before the 1999 Framework became the norm, California second-graders averaged only the 43rd percentile (outperforming, on average, 42 of 100 nationwide second-graders) on the SAT-9, a standardized mathematics exam.  By 2002, some three years after the 1999 Framework was implemented, that score has risen 20 points to the 63rd percentile.  During that same time period third-graders improved from 42nd to 64th (22 points), fourth-graders 39th to 58th (19 points) and fifth-graders jumped from 41st to 58th (17 points).4

There is much work still to be done to build the nation’s mathematics programs to where we dreamed they could be fifty years ago.  Many states, including Maryland, are still using curricula and standardized tests based on the New Math ideas of the 1960s.  Fortunately, however, some of those states have begun to reevaluate those standards.  In Maryland, the Governor has appointed an Advisory Committee on Mathematics, Science and Technology Education to look at the state math standards and curriculum.  Hopefully states like Maryland will build on the lessons learned from California.  Only when the state makes a commitment to the traditionalist approach—both in curriculum and standardized tests—will it be possible to utilize the 1999 California Math Framework effectively.  Until then the ghosts of New Math will continue to haunt our schools.

  1. Wikipedia: “New Math”
  2. Anthony Ralston, Notices of the American Mathematical Society, November 2003
  3. Jerome Dancis, Professor at the University of Maryland, interview with The Baltimore Curriculum Project, Feb/Mar 2006 Newsletter
  4. Wayne Bishop, Dept of Mathematics, Cal State Univ., LA, “Four Years of California Mathematics Progress”




The beautiful thing about learning is that no one can take it away from you.

- B. B. King, blues musician




BCP Receives Two Family League Grants


BCP has received a Community Schools grant of $48,000 and a BOOST grant of $70,000 from the Family League of Baltimore City.

The Community Schools grant will be used to develop a community school site at Collington Square School. Community schools generally offer a variety of services to address community needs and support academic achievement. Possible services to be offered include programs on conflict resolution, nutrition and exercise, home academic support, GED classes, computer classes, and job training.

The BOOST (Baltimore Out of School Time) grant will help to support BCP's after-school program at City Springs. This is the first year that BCP will be operating the 5 day/week, 3 hour/day after-school program. The program includes homework support, academic instruction, recreation, parent workshops, educational field trips, and enrichment activities such as drama, visual arts, dance, basketball, and robotics.

The Community Schools and BOOST initiatives are part of Baltimore City's After School Strategy, a multi-organizational, citywide initiative to increase the number and improve the quality of after school programs available for Baltimore 's youth.

BCP would like to thank the Family League of Baltimore City for their support.


BCP Movie World Premiere

BCP Movie

BCP would like to present the world premiere of its first major motion picture. This short film boasts an impressive cast of characters including: David Hornbeck (former Superintendent of Baltimore City Public Schools), Collington Square Principal Harold Eason, and BCP Director of Training Tara Anderson.

The movie is the product of a partnership between BCP and Towson University's Electronic Media & Film Corporate Video class, which is taught by Assistant Professor David Reiss. Three students filmed and edited the movie: Tavon Lawrence, Rachel Stevenson, and Josh Eisenberg. The pro-bono project was worth approximately $15,000.

BCP would like to thank Tavon, Rachel, Josh, and Professor Reiss for all of their hard work.


BCP Welcomes Joel Bratton and Anthony McKinney

BCP would like to welcome Joel Bratton and Anthony McKinney to our staff. Joel joins us as the After-School Program Director for City Springs School. Anthony joins us as the Community Schools Director for Collington Square School.

Joel Bratton earned a Master of Science in Human Services Administration from the University of Baltimore/Coppin State College. He has worked with at-risk youth in a variety of setting including: Psychology Counselor for the University of Maryland Medical Systems, Youth Development Coordinator for the Housing Authority of Baltimore City, and most recently as a Special Education Counselor for the Gilmor Edison Elementary School. He is currently pursuing a Youth and Education internship in the office of City Council President Sheila Dixon.

Anthony McKinney hails from Long Beach California and recently earned a Master's in International Affairs from Georgetown University. He has a Bachelor's of Arts in Political Science from Xavier University of Louisiana. Anthony left the corporate world in 2005 for the world of academia where he taught Pre-Kindergarten at City Springs School.




Irona Pope Continues to Help City Springs Community

Peer Mediation Class
Members of Ms. Pope's Peer Mediation Class
(Top row, left-right: Jamal Ruffin, Justin Ruffin, Dewitt Henderson; Bottom row, left-right: Darye Satterfield, Irona Pope, Markus Taylor)

If you want to know anything about the City Springs neighborhood, ask Irona Pope. Ms. Pope has worked for the school system for 36 years - 34 as a parent liaison. In fact, it was Ms. Pope and five motivated parents who found the money to build City Springs.

At the time neighborhood children were attending school next to a police station on Bank Street. Ms. Pope discovered that the City had planned to build teachers' apartments in City Springs Park and turn Lombard into an elementary/middle school. Instead, the money had been used to build Hartford Heights.

After three years of intense lobbying and City Council hearings, Ms. Pope's group of motivated parents won their school.

Since that initial victory, Ms. Pope has gone on to score many more victories for the residents of City Springs. She has helped 44 people move out of Perkins Homes and into their own homes. She worked with residents to found a food co-op. And now she runs a weekly peer mediation group for City Springs students.

Peer Mediation Program

The peer mediation program has been an incredible success. The 10-year old after-school program teaches children and parents, mostly from Perkins Homes, how to resolve their differences without violence.

"In public housing there is one door in and one door out and sometimes the only way to survive is to fight," says Ms. Pope. The peer mediation program strives to find another way.

The program is open to students in grades 3 through 8. Students learn techniques to resolve conflicts peacefully. They use role-playing and work through real-life situations. Ralph Green of the Baltimore City Juvenile Justice Center has been a great support to the program. Last year the program had 15 students.

Justin Ruffin likes the class because he gets "to know people who are doing good and have a good life"

In addition to in-class activities, students take trips to observe the judicial system in action. On a recent field trip, Ms. Pope took her class to visit Chief Judge Robert Bell at the Court of Appeals in Annapolis so that they could witness and discuss how lawyers engage in debate.

"For all our hard work, we get rewarded," says Markus Taylor, referring to the class field trips.

Ms. Pope also employs some of her students at the Juvenile Justice Center, where she works in the Community and Family Resource Center. Students must maintain high academic achievement in order to work there. Like everything Ms. Pope does, the peer mediation program helps students and parents to find the strength within to achieve their goals.

"I have always been a part of the school and social change," says Ms. Pope. "My rule is to make the family strong and to work with them at their level, so you can break the cycle."

BCP thanks Ms. Pope for her years of commitment to City Springs and the Baltimore City community.




Collington After-School Learning Academy


The Academy's
1st Annual Cotillion

Something exciting is happening after-school at Collington and it’s called the Collington After-School Learning Academy. Led by Beatrice Rice, this after-school/summer program helps students develop academic and social skills through tutoring, cultural enrichment, youth development, field trips, mentoring, and special programs.

The Academy began in 1999 with support from the International Medalist Association and the U.S. Department of Education's 21st Century Community Learning Center program. In 2001 Ms. Rice joined the program and enlisted the support of the U.S. Dream Academy.

Today Collington's program is one of the largest and most comprehensive Dream Academy centers in the country. This past year 63 children participated in the summer program and 106 participated in the after-school program. Forty of these children have been in the program since second grade.

Students in the after-school program receive reading and math instruction everyday and on a rotating basis choose from 4 enrichment activities every 6 weeks. Last school year these included: piano, voice/choir, dance, drama, African-American history, creative writing, softball, chess, video production, woodworking and crocheting.

Student Mentoring

One of the outstanding features of the program is the mentoring component. Letta Forrest, the Mentor Coordinator, and staff lead this component. Once a week over 70 employees, residents and college students from Johns Hopkins University and Morgan State University work one-on-one with their mentees. Mentors commit to one year and some mentoring relationships have lasted as long as four years.

"Some of our mentors have graduated from college, gone on to become doctors, and return to mentor our students," says Ms. Rice.

Parents are also actively involved in the program. The parent outreach group, Fulfillment Family, offers monthly workshops in a variety of subjects including finance, discipline, and communication. This year the Academy will offer a GED preparation class.

First Annual Cotillion

The highlight of this year's summer program was the Academy's first annual Cotillion on July 14th. The event was attended by 105 people, including 63 children, mentors, and parents. Over the summer students practiced dancing the Waltz, Foxtrot, and Tango and learned the social graces and etiquette they would need for the Cotillion.

Preparations for the event also focused on the future. Students were encouraged to think about their future careers and all students, including first and second graders, developed resumes.

On the big night students gathered at Velleggia's restaurant in Little Italy wearing their finest. Each couple was introduced as Master and Lady as they entered the hall. It was a memorable experience for all who attended.

"What Ms. Rice does has been invaluable to our kids," says Principal Harold Eason. "The program makes us more complete as a school."

The Academy seeks to teach children how to love and to dream. To show them that they have the potential to be anything they want to be.

"Finding a way to get through to a child to show them that you love and support them - that's the basis of our program," says Ms. Rice.

BCP would like to thank Ms. Rice and her staff for providing such a high-quality service for the students of Collington Square.


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Hampstead Hill is Full

For the first time in years, Hampstead Hill is completely full. In fact, the school has an extensive waiting list of families that live outside of its attendance area that would like to attend. Pre-kindergarten classes for this year filled up very quickly last May. As always, any family that lives in the attendance area is guaranteed a space. Hampstead Hill serves roughly the area from Broadway to Haven and Eastern to Boston - right in the heart of Canton about a mile from the water.


New Science Lab

Science Lab

Seventh and eighth graders are now enjoying Hampstead Hill's new Science Lab. Struever, Bros., Eccles and Rouse, Inc. built the $100,000 science lab pro bono and the Goldsmith Family Foundation provided more than $10,000 to stock the lab.

The state-of-the-art lab includes custom cherry millwork, glass-front cabinetry, an overhead digital projector, new lighting, ceiling, flooring, reconditioned air conditioners, and new blinds. There will be a ribbon cutting ceremony for the lab on September 28 at 11 a.m. Invited dignitaries will include William Struever, Mayor O’Malley, and Interim CEO Charlene Cooper Boston.

BCP would like to thank Struever, Bros., Eccles and Rouse and the Goldsmith Family Foundation for their generosity and for giving our students such a wonderful facility in which to study science.


Friends Camp a Success

Over the summer 21 Hampstead Hill sixth, seventh, and eighth graders participated in a 5-week enrichment program at the private Friends School of Baltimore. This program was made possible by the Baltimore Community Foundation's Middle Grade Partnership (MPG).

The Partnership offers academically promising Baltimore Middle School youth the opportunity to excel in Baltimore City’s most challenging high schools. Funded by a partnership among the Baltimore funding community and Baltimore area public and independent schools, colleges, and universities, the MGP identifies potential scholars during their sixth grade year and provides them with comprehensive, year-round learning opportunities over three summers and their two remaining middle school years.

During the summer program Hampstead Hill students studied literature, writing, math, science, and physics. At the end of each day students had fun swimming, playing basketball, and dancing. They finished their their fourth week by launching rockets they built in science class.

"All the teachers were impressed with the conduct, effort, and manners of our Hampstead Hill students," says Hampstead Hill Principal Matthew Hornbeck.

Next year, the summer enrichment program will include 6th, 7th, 8th, and 9th graders. The Middle Grades Partnership and Hampstead Hill were recently featured in an article in the Baltimore Messenger.

BCP would like to thank the Baltimore Community Foundation, the Morton K. and Jane Blaustein Foundation, and Friends School of Baltimore for their support. We'd also like to congratulate the students who participated in the program for all their hard work: Erick Almazo, Hilary Hewins, Eastin Johnson, Justine Kapela, Valerie Ochoa, Nicole Pegg, Diamond Reid, Dennis Whitaker, Christina Aquilera, Shakera Chase. Kodi Gray, Jessica Palafox, Courtney Young, Katherine Nines, Donna Willig, Christina Koester, Davon McLaurin, Joseph Savoy, Tiffany Tusing, Azia Wells, and Alexis Williamson.


New "BOOST" Program at Hampstead Hill

Fitness Fun & Games and Hampstead Hill Academy have been awarded a grant through the Family League of Baltimore to offer “BOOST” after school activities in the school. “BOOST” stands for Baltimore’s Out Of School Time - enrichment activities in academics, arts other engaging activities for youth, in grades K-8.


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